The purpose of this paper is to make clear the process of recognition of "sexual independence" education which was part of the teacher's movement in the 1980's. However, the role of women in the Japanese Teacher's Federation (JTF) was unclear, and as a result, was largely ignored. The focal points of this paper will be on the leader of this movement and her papers and to analyze the relationship between her theory, teaching practices and students' reality. The "Independence" educational movement was started by Emiko Okuyama and Yasuko Ichibangase in the 1970's. Okuyama was the leader of the women's department of JTF, and Ichibangase was one of her advisers. Ichibangase introduced independence education from Sweden, where 3 conditions of independent life; economical, mental and living independence had been taught. They led teachers to teach these three conditions of independence, especially the economical one. In the 1980's, teachers discussed how sexual independence should be taught. One of the topics which inspired this discussion was the recent increase in girls' sexual behavior following World War II. Girls were labeled as immoral by guidance counselors ("seitosidou" teachers), who were male teachers in (junior) high school in many cases, and were taken or coerced to drop out of school. Many people had a double standard of sexual morality between men and women and thought those girls were sinful in those days. Okuyama and Ichibangase thought that 3 conditions (economical, mental, living) of independence should be learnt at school so that sexual independence would be established as a matter of course. Okuyama led teachers to teach the 3 conditions, especially economical independence, but most of the teachers' reports were about practices of teaching "sexual biology". They preferred teaching sex education to sexual independence because they needed the language not only to talk to students about genital organs, pregnancy and birth but also for themselves. Sex education had been taught in Sweden for 50 years, but that wasn't the case in Japan. Many female teachers had avoided using "vulgar language." Japanese women couldn't talk about their own bodies for lack of language. It can be said that lack of sex education weakened women's solidarity and the movements for women's needs and women's rights. In 1985, Okuyama explained that sex including the biology of sex, gender and sexuality, was just a part of being human, and we should teach students not only the biology of sex but also gender and sexuality. The words, gender and sexuality, were introduced in this educational movement earlier than other fields by Okuyama. She didn't change the theory of the 3 conditions of independence until 1993. But the consent to reproductive health / rights in the United Nations in 1994, made her reconsider the theory. The education of women's health and reproductive rights for life became part of women's rights. Sexual independence or sexuality need to be taught methodically at school. "Independence" was the goal of the feminism movement in western countries in the 1970's. In Japan, it can be said that this "Independence" educational movement was feminism trying to improve the curriculum.