Under task-based language teaching (TBLT), language learners engage in purposeful, problem-oriented, and outcome-driven tasks that are comparable to real-world activities. This qualitative case study discusses the integration of a task-based approach into a TESOL course in a language teacher education program in Taiwan with regard to 39 participants' attitude and learning in a northern city in Taiwan. The major data in this study included participants' projects, class observations and class PowerPoint slides, and class evaluations. The study has the following findings. First, a total of 20 tasks were designed in order to help participants be familiar with TESOL issues. Second, participants held positive attitudes toward the integration of tasks into this TESOL course because they felt that they learned TESOL issues. They regarded Catherine as a role model in modeling the task-based approach into the class and she clearly explained how each task should be carried out and completed. Moreover, she scaffolded participants while they had problems. Finally, participants learned TESOL issues, different types of task, and research methods through completing the tasks, group discussion, classmates' sharing, reading texts and references, and the instructor's scaffolding.