Abstract
The purpose of this study is to explore how education major students transform their ideas about “learner support” through attending the course on "learner support specific to English education," by analyzing the results of pre- and post-questionnaire surveys. Before taking this course, their ideas were generally vague. Some students thought that learner support should be provided only to children who need special support. However, in the post survey, their ideas have been changed that appropriate support should be provided to all children. Their ideas of learners' stumbling blocks have been specified, and they have realized their own roles in supporting children as prospective teachers.
