I argue that some Japanese elementary school practices, such as having foreign parents sign a loyalty oath and repeatedly questioning the parents about their migration plans, constitute an ethnic project that defines these parents as disloyal aliens who are unwilling to adapt to Japanese cultural norms. In response, the foreign parents limit their willingness to assimilate. Based on ethnographic fieldwork at a public elementary school in central Japan that has more than 50 foreign children, the majority of whom are Peruvians of Japanese descent, I explore the context of reception in the school, including teacher-parent relations, teachers’ expectations, their complaints, and their questions about the parents’ commitment to living in the host country. I ask what is the nature of the relationship between Japanese teachers and foreign parents? How are school practices influencing the context of reception, and how is that context impacting foreign parents’ sense of belonging in Japan? I conclude by discussing potential impacts, including the reproduction of existing inequalities in this immigrant population.