This chapter traces the evolution of Japan’s educational cooperation from higher to secondary education, emphasising learning as a reciprocal process. In the early decades, Japan’s focus lay in technical and vocational education and training (TVET), reflecting its comparative advantage in applied science and engineering. Basic education was long avoided owing to concerns about national sovereignty and the bureaucratic boundaries between ministries. A turning point came with the ‘Education for All’ consensus in 1990, which led Japan to extend its support to basic and secondary education. The chapter presents two significant case studies in Kenya: the establishment of Jomo Kenyatta University of Agriculture and Technology (JKUAT) and the Strengthening Mathematics and Science in Secondary Education (SMASSE) Project. Both fostered hands-on, student-centred approaches, as well as long-term collaboration between Japanese experts and Kenyan educators, though not without challenges regarding ownership and transition. The chapter concludes by examining the role of the Japan Overseas Cooperation Volunteers (JOCV), whose educational activities embody mutual learning rather than one-way transfer of knowledge. Japan’s position as a receiver rather than a donor is revealed. Ultimately, education is both a means and an end of development and is expected to foster communities of co-learning across nations.