This study explores how children who have Japanese as heritage language see their heritage language and experience their language learning. Data was collected through interviews from six children between the ages of 13-14, who attended a Japanese supplementary school in Sweden when they were in the lower grades. This study shows that children’s learning agency as well as parents’ attitude has an important impact in their study continuation. It also shows that living in a plurilingual environment has a positive effect on children’s attitude to learning Japanese and helps to maintain their heritage language.