This study evaluated student learning outcomes in elementary education programs through teaching practice for the Appreciation of Classical Chinese Poetry course. The action research methodology was adopted to produce the desired teaching practice outcomes among students in elementary education programs. This research involved eight natural classes with 269 undergraduates over three academic years. The study was guided by outcome-based education theory and a student-centered and outcome-oriented philosophy while pursuing continuous improvement. The findings were cross-validated through the “Course Learning Self-awareness Survey” questionnaire designed by the researcher. We used quantitative and qualitative analyses regarding course objective attainment. In the spirit of teachers as researchers for educational action research, this study focused on student learning, with teachers reflecting on the course and teaching quality and students reflecting on their study. As such, measures for continuous improvement were proposed and integrated into the plan for the next round of teaching. The findings provide insights for educational authorities responsible for education program accreditation and for practitioners in the field.