This study aimed to investigate the different attitudes and preferences between foreign students and Japanese language teachers in using a reading support e-Learning system for Japanese Language Education. In experiments, 20 language teachers and 22 foreign students used reading e-Learning content on LMS Serve and answered a 33-item questionnaire that investigated four factors (function, relevance, aptitude and achievement). Results revealed that foreign students show a positive attitude toward new tasks and explanation with graphics. They also approved of ordinary language tasks (vocabulary and grammar practices). On the contrary, Japanese language teachers indicated difficulty and inadequacy of textual information in new tasks and explanations on e-Learning. They also showed a negative attitude toward ordinary language tasks.