Learner-centered education is a key word in progressive education. In Japan, these qualities of progressive education have been partly adapted as part of the national curriculum under the public education system. On the other hand, many of the qualities of progressive education have also been adapted for instruction improvement, alternative education, and the free school movement against public education. However, just because some of the qualities of progressive education were received in the national curriculum, it does not mean that the public education system has truly become more learner-centered, or that education for social responsibility and democracy has been developed. This is because that public education continues to emphasize achievement-oriented efficiency. In this paper, I will discuss the following: (a) the history of progressive education in Japan, especially learner-centered education since the Meiji period; (b) the qualities of the national curriculum and the new educational movement against the national curriculum since the 1980s; (c) the conditions of true learner-centered education. Through examining these three topics, we can understand the trend of learner-centered education in Japan. We can also understand the differences between a national curriculum under the public education system and new educational practices and movements.