Every year, an average of just over 60 percent of our High school student body takes Japanese language as their required Modern Language elective at ASIJ (A school for primarily American families residing in Japan). Although we offered six levels of Japanese as a foreign language courses (JFL) and ten levels of Japanese as a native language courses (JNL) until last year, we didn't have suitable classes for a growing number of returnees (kikoku-shijyo/ heritage learners) or the children of long-term residents of Japan. They fell between the infamous ﾒgapﾓ between JFL and JNL programs. Therefore during the 2004 school year, the K-12 Japanese teachers, administrators, and PTA were committed to the Japanese curriculum review project. As its first step, we collated individual students' profile to better understand the characteristics of our students. Based on our review of the data, we are reconstructing our K-12 Japanese program/curriculum. The school hired three outside specialists as consultants with Professor Tohsaku of UCSD, as head of the consulting team. Our biggest challenge in the high school existed with the JNL program. We were using Monbukagakusho's Kokugo textbooks, yet we felt a great discrepancy between the Monkasho Kokugo curriculum and what we are trying to accomplish using our Students Learning Outcomes: promoting critical thinking and problem solving skills and helping students become self directed, productive learners. As s result, we had to think outside of the box. After numerous meetings and an in-depth exploration of the variety of resources (such as ACTFL proficiency guidelines, national standards, curriculum/lessons created based on content-based instructions and so on), we designed a brand new one-track program with the AP Japanese language and culture course carefully included. At the annual meeting, I will share the details regarding our new curriculum and student learning progress.