In the Japanese English education system, a distinct disconnect exists between the elementary and secondary education curricula. Elementary schools across Japan offer English classes, but adjusting to junior high English classes is often difficult for students. While the Japanese government reformed junior high school tests to aid student adjustment, little research exists regarding the most effective method to prepare students before entering junior high school. The purpose of this article is to inform other teachers about necessary elementary school curriculum reforms and how supplementing the current curriculum with more reading and writing helps students adjust. Thus, this article examines the question: How should the Japanese government reform the English curriculum to reduce the gap between the elementary school and junior high school programs? Through the use of narrative self-study, this paper explores how I evolved my teaching practices to include more reading and writing. Comparing reflections on pedagogy in my early career, when I did not utilize increased amounts of reading and writing activities, to pedagogy later in my career when I regularly used these activities, shows how I was better preparing students for the change to the junior high school curriculum.