Abstract
This paper has two purposes. The first purpose is to develop a better understanding of the process of starting an after-school program for Japanese heritage language learners. The second purpose is to develop a better understanding of parents' expectations of their children's heritage language education. Interviews with two Japanese mothers whose children attend a Japanese after-school program revealed factors similar to those that Shibata's study (2000) found are essential when opening Japanese heritage schools: (a) leadership, (b) parental and community support, (c) teaching methodology and materials, and (d) motivation. In addition, this study revealed two more factors essential for opening after-school classrooms: social networks and policies.
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