This study aimed to investigate whether one’s preparing to teach the content of a text to another person after reading (i.e., teaching expectancy) and actual teaching (i.e., explaining to others) improve one’s own comprehension and memory of the text for Intermediate Japanese learners who were Chinese native speakers. A comprehension test right after the text reading and a free-recall test one week later were given to participants who were randomly assigned to receive one of the three kinds of instructions: Teaching Expectancy Group, Explaining to Others Group, or summarize to him/herself (Control Group). Achieving the best scores in both tasks, Teaching Expectancy Group performed significantly better than Control Group on comprehending and memorizing the text, and also better than Explaining to Others Group on the memory test. Actual teaching also enhanced the memory of the text with better score on the free-call task for Explaining to Other Group than Control Group. These findings demonstrated that Chinese Japanese learners would benefit most from Teaching Expectancy on comprehension and memory of text. The potential influence of different reading strategies and patterns in accounting for the results was also discussed.