This study explores the role of imagined identities in shaping the engagement and participation of Japanese university students in English language classrooms. Despite a common perception that Japanese students’ silence in class indicates disinterest or lack of participation, the research suggests that such silence may stem from cultural tendencies rather than disengagement. Through qualitative interviews with experienced English teachers, the study reveals that students who have clear, aspirational goals—such as becoming an English teacher, studying abroad, or using English in a professional context—are more likely to actively engage in class. These aspirations, or imagined identities, provide students with a sense of purpose and motivation, which helps overcome cultural barriers to participation. The findings highlight the importance of fostering personalized imagined identities in the classroom, which can encourage students to invest more deeply in their language learning while respecting their cultural values. This approach offers a culturally sensitive alternative to traditional Western pedagogies that may inadvertently exacerbate anxiety or discomfort in Japanese students.