In recent years, municipal boards of education and schools have created lesson standards as norms for teaching strategies. Previous studies have revealed teachers’ receptiveness to the lesson standards created by municipal boards. However, teachers’ receptiveness to the lesson standards created by schools has not been clarified. Therefore, findings of this study reveal the influence of teacher and school variables on teachers’ receptiveness to the lesson standards formulated by schools. 　　 The following conclusions were drawn from the multilevel analysis. The teacher-level analysis revealed that teachers with longer careers were more likely to practice lesson standards. Moreover, teachers who were intrinsically motivated to learn about subject instruction were more likely to recognize and practice lesson standards. In addition, teachers with a high orientation toward children were more likely to recognize, practice, and internalize lesson standards. Furthermore, teachers with a proficiency orientation were more likely to recognize and internalize lesson standards. 　　 Regarding school-level variables, teachers did not tend to recognize lesson standards in schools where they were actively engaged in lesson studies. In addition, teachers were not prone to practice or internalize lesson standards when required by schools to comply with them. Moreover, teachers were more likely to internalize lesson standards in schools where principals showed stronger transformative leadership. 　　 Based on the aforementioned results and knowledge acquired from previous studies, it seems that teachers are receptive not only to growing up themselves while fostering maturity among children, but they also tend to follow the calculations of principals and municipal boards of education. Furthermore, types of documents that can enhance teachers’ professional capital are recommended based on the study findings.