In Japan, with the increase of interest in learning Arabic and the spread of Arabic teaching, the number of learners of Arabic continues to rise. Because many of them learn Arabic for the purpose of practical use, such as for business and traveling, Arabic teaching has been required to meet the learners’ needs. However, little research on the actual condition with a view to improving Arabic teaching/learning has been conducted. For the past few years, I have given papers concerning the results of researches among Japanese university students, both Arabic major and non-Arabic major students, who attended Arabic courses. The aim of my research centered on four aspects: (1) interest in Arabic cultural elements, (2) skills and knowledge desired by the students, (3) skills and knowledge emphasized in class and perceived as such by the students, (4) the students’ perception of difficulty of Arabic language acquisition. In this study, I statistically analyzed the data which were obtained for a comparative examination between 151 Arabic major students and 176 non-Arabic major students of Japanese universities. As for (1), interest in twelve kinds of the elements were rated on a 7-point scale. For (2) and (3), nine elements for each were rated on 5-point scale. The visual analogue scale with scores ranging from 0 to 100 was used to assess (4). The main findings were as follows: (a) there were differences between the two student groups in the extent of the students’ interest in the Arabic cultural elements, (b) there were differences between the two student groups in (2), (c) there were slight differences between the two student groups in (3), (d) stronger inconsistency between (2) and (3) is found in the non-Arabic major students than in the Arabic major students, (e) (4) is rated at approximately 80 points out of 100 points in both student groups, and (f) there were no significant correlations between (2), (3), and (4) in both student groups