This chapter examines three key challenges in university academic writing education in Japan: students’ reluctance to review their own work (self-review), share it with others (peer review), and revise their writing based on feedback (rewriting). These three challenges hinder Japanese university students’ development as writers and represent a significant issue in university writing education. The chapter first outlines the current state of these challenges, considering both cultural and educational factors that shape students’ attitudes and behaviors. It then presents a range of classroom-based strategies designed to address these challenges, including rubric-guided self-review, structured peer review sessions, and targeted instructor feedback to encourage meaningful rewriting. In addition, it highlights the role of Writing Centers as supportive extracurricular environments where tutor-student dialogue further promotes self-review, peer review, and rewriting. Drawing on research findings and practical examples, the chapter evaluates the effectiveness of both classroom instruction and Writing Center support, acknowledging their respective strengths and limitations. Finally, it offers recommendations for more efficiently integrating classroom-based and extracurricular initiatives, ultimately guiding students toward becoming more confident and effective writers.