This study investigates differences of language culture between alternative and general schools focusing on participation in classroom conversations and communication attitudes, which are shown to be influential factors in the participation. Using questionnaires, quantitative data were collected from 2,491 students in general secondary schools and 355 students in alternative secondary schools. Differences between the two groups were tested using analysis of covariance (ANCOVA), adjusting for students’ school levels and their parents’ interest in conversation. The qualitative data was collected from three teachers in one of the alternative secondary schools using a focus group interview to gain an in-depth understanding of the results of the quantitative research. The findings are as follows: in all variables except communication self-efficacy, adolescents in alternative schools score higher than adolescents in general schools. These differences are related to the language culture in alternative schools, where students believe that it is important to speak their own ideas in life and to communicate for deeper understandings in classroom conversation. Furthermore alternative school students are encouraged to reflect themselves as language users and to react responsively toward others. Some general discussions were given in the conclusion.