This study examined the results of a one-year self-study program where Japanese pre-service elementary school teachers (52 first-year university students) conducted a self-study activity of their pronunciation skills. They practiced English pronunciation from an assigned textbook outside of class. In order to evaluate the change in the participants’ English proficiency and teaching skills, a survey was conducted before and after the program. Comments in the post-treatment survey suggested that they felt more confident with their pronunciation towards the end of the program. On the other hand, the majority of the participants mentioned that they felt the need for further self-study to improve their pronunciation in actual teaching situations, and also to adjust their English “teacher talk” to the level of their students’ proficiency. It seems that the self-study program provided the participants with an opportunity to reflect on their growth as teachers and recognize areas for further improvement.