In Japan, English language education is generally included as part of the curriculum from elementary to high schools. However, many students lose motivation after high school due to the absence of clear goals, such as university entrance exams, and limited opportunities to use English in daily life often result in a decline in proficiency. To address the issue, this study first categorised Japanese university students into two types: ‘Active Learners’, who sustain their English skills, and ‘Passive Learners’, who experience a decline. Two Active Learners were then selected for detailed analysis, representing two types: ‘Growth-Discovery Learners’ and ‘Field-Focused Learners’. This study employed narrative inquiry, life story approach, and Trajectory Equifinality Modelling (TEM) for qualitative analysis, visualising external and internal factors shaping learning trajectories. This chapter argues that sharing success stories with students pursuing similar fields offers guidance and support to those at risk of losing focus on their learning of English. The findings highlight the importance of tailoring English education to individual learners’ goals, emphasising its role in enhancing long-term motivation and promoting the practical application of English skills.