The purpose of this study is to show how students come to accept teacher guidance in lower track upper secondary schools. In Japan, lower track upper secondary schools, such as lower ranked full-time high schools, part-time high schools, and upper secondary specialized training schools, have accepted students who are unwilling to enter these schools. Teachers at these schools have therefore been troubled with difficulties concerning student guidance, since these schools often confront deviant behavior, apathy, truancy and student drop-outs. Previous studies on school guidance in lower track upper secondary schools focused on the mechanisms that create and maintain difficulties regarding student guidance. These studies found the following two points. Firstly, students in lower track upper secondary schools have no reason to accept teacher guidance, because they have a low aspiration for academic achievement and status attainment. Secondly, when they wish to eliminate the conflict between students and teachers and prevent their students from dropping out, all teachers of these schools can do is give up on the socialization if their students. However, there is a school where most of the students accept teacher guidance regardless of whether they disobeyed or paid no attention to the guidance soon after they entered the school. I focused on this school and investigated the reasons why the students come to accept teacher guidance. The data for this study is based on fieldwork conducted in Y upper secondary specialized training school, and I mainly analyzed interview data with 13 students who had formerly resisted or ignored teacher guidance in the school and finally came to accept it. Students of school Y had various "orientations" that cannot be considered as aspiration for academic achievement or status attainment. They often had a "developmental orientation," an "approval orientation," and a "senior's role orientation." These orientations created opportunities through which students came to obey teacher guidance. These findings indicate that students in lower track upper secondary schools will came to trust their teachers and follow their guidance if teachers work on the students' orientations, especially the "approval orientation." These findings have an affinity with the "strengths-based approach," which has gathered attention in the offender treatment field. This study suggests that the "orientations-based approach" for student guidance, which works not on rule- breaking behavior but the various orientations that are considered as students' resources, and is effective when lower ranked upper secondary schools encourage their students. [ABSTRACT FROM AUTHOR]