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While Lesson Studies are usually defined as “teacher-led” collaborative research for the purpose of improving teaching, one Japanese junior high school has conducted “student-led” Lesson Studies (SLS) for the past 20 years. The purpose of this paper is to clarify how this school involves students in the Lesson Study process to identify the importance of learners’ perspectives and create the best learning environment.

Using the case study method, the researcher observed the lesson study process, research lessons and pre-lesson and post-lesson discussions with teachers and students at the case school, as well as examining the school’s annual reports. One-on-one interviews were held with the principal and teachers at the case school. A group interview was conducted with 18 students (8th grade), and additional interviews were held with four students and a Homeroom Teacher. All interviews were recorded and analyzed based on self-regulated learning theory.

In SLS, students observe the learning activities in other classes and compare them with their own learning activities. Thus, they come to view their in-class learning process in a metacognitive way and can collaborate with teachers to reflect on their learning process and to create a more effective learning environment.

While previous studies on Lesson Study have consisted of artificial/experimental one-time practices involving acute researcher-led interventions, this paper uniquely investigates genuine, daily practices that teachers and students developed on their own. This research is of considerable interest as it goes beyond traditional studies in Japan.