An outcome-based approach to teaching and learning focuses on what the student demonstrably knows and can do after instruction, rather than on what the instructor teaches. This outcome-focused approach can then guide the alignment of teaching strategies, learning activities, and assessment. In organic chemistry, mastery of organic acid-base knowledge and skills are particularly essential for success. For example, Brønsted acid-base knowledge and skills are required in greater than 85% of the more complex organic and biochemical reactions we analyzed in this study. Despite the importance of mastering acid-base concepts and skills, the literature describes many related student difficulties. We identified essential learning outcomes (LOs) in organic acid-base chemistry by (1) analyzing more complex organic reactions to identify the acid-base-related skills and knowledge that students would need to successfully analyze those reactions and (2) analyzing textbooks' explanations and coverage of acid-base chemistry. We constructed the learning outcomes using the Structure of Observed Learning Outcomes (SOLO) and modified Bloom taxonomies, as well as SMART (specific, measurable, achievable, relevant, and time-bounded) goal-setting principles. We explicitly aligned our courses' learning activities and assessments with those intended learning outcomes, both in the initial introduction of acid-base chemistry and as we analyze more complex reactions. To clearly communicate these LOs to students and other educators, we described them in an educational graphic.