Purpose. The purpose of this study was to examine the similarities and differences in SDA secondary educators' concepts of education in the United States and Japan, regarding evaluation of their teaching and their self-esteem. Procedure. A questionnaire was mailed to all 64 SDA secondary educators in Japan and 60 secondary educators chosen randomly by cluster in the United States. Forty-seven (73 percent) usable returns were received from Japan and 42 (70 percent) from the United States. Findings. The study findings indicated that there was a significant statistical difference between U.S. and Japanese SDA secondary educators' views regarding: SDA educational philosophy, the mission of SDA teachers, SDA secondary educators' relationships with students, co-workers, parents, and community. Significant statistical differences also emerged on self-evaluation of teaching and individual scores on Rosenberg's (1965) four-point Self-esteem Scale. There was no significant statistical difference in the teachers' ranking of the most serious problems in SDA schools, however, a significant difference emerged when ranking public school problems. Conclusions. (1) Because of different culture, customs, and languages in their countries, there was a significant statistical difference in U.S. and Japanese SDA secondary educators' views regarding: SDA educational philosophy, the mission of SDA teachers, teacher-student relationships, co-workers' relationships, teacher-parent relationships, self-evaluation of teaching and scores on Rosenberg's (1965) four-point Self-esteem Scale. (2) Because of a homogeneous society and the emphasis on groupism in Japan, educators' scores on responses to self-evaluation and self-esteem are naturally low with national character. (3) Though these cultural and societal differences exist between the United States and Japan, SDA schools have the same educational problems. Recommendations. (1) That the Japan Union Conference of SDA require that the SDA secondary educators in Japan be trained to nurture a positive self-image and purse positive thinking skills. (2) That the North American Division of SDA allot SDA secondary teachers more time for lesson preparation and collaboration with fellow teachers. (3) That both U.S. and Japanese SDA superintendents, school board members, schools administrators, and parents give serious consideration to solving problems such as: lack of proper financial support, peer pressure, difficulty in getting good teachers, and low student motivation for study.