In the context of the Organization for Economic Cooperation and Development (OECD)’s focus on creativity and critical thinking as critical labor market competencies, and Japan’s emphasis on the outcomes of education, this chapter examines sociocultural differences in teaching and learning in Japan and how such differences affect the actual pedagogical practices and understanding of noncognitive skills and competencies. This chapter looks first at the cognitive and noncognitive performance of Japanese students in comparison with those of other countries, contrasting performance with concepts of self-efficacy. It then discusses unique features of learning in Japan using available empirical data, research on Japan, and the authors’ experience, contrasting early education of empathy and solidarity with increasing emphasis in secondary school on acquiring information to pass competitive entrance examinations. The OECD’s learning outcome rubric is examined in terms of creativity and critical thinking (CCT). Gaps in the conceptualization of CCT are discussed, and alternative ways of presenting learning outcomes in the sociocultural context of Japan are presented. This chapter concludes with further questions for future investigation.