Pedagogical English grammar refers to grammatical knowledge reconstructed in a way that makes it easier for learners to understand in classroom settings, characterized by its “eclectic” nature (Larsen-Freeman and Celce-Murcia in The grammar book: Form, meaning, and use for English language teachers, Cengage Learning, 2015). English teachers are required to build their instruction on a deep understanding of individual grammatical items, carefully selecting the grammatical knowledge appropriate for the developmental stages and proficiency levels of their learners, and crafting effective lesson plans. However, in the EFL context of Japan, most reference books available for learners focus on comprehensive introductions to detailed individual grammar points. Additionally, there is a significant lack of specialized books for teachers or prospective teachers that explain the process of transforming grammatical knowledge into “grammar for teaching.” This chapter examines the grammar instruction content of books used in teacher training and in-service teacher development programs within Japan. It also analyzes the views on grammar underlying the official Course of Study. By exploring these aspects, this chapter aims to discuss the ideal grammatical knowledge required of English teachers, including those aspiring to become teachers, in EFL environments.