This study aimed to integrate task-based teaching (TBT) into the American Advanced Placement (AP) Chinese Language and Culture Course. A customized curriculum for an international school was developed for students. Students practiced their speaking ability in class and were asked to complete 5 times class tasks of oral presentation. The researcher evaluated the students' task completion in the class and Chinese speaking ability with an evaluation form. This action research study ran three teaching experiments with the same teaching environment and students. We conducted a 5-lesson TBT Chinese course and a total of 16 students from an international school in Taiwan were involved. The qualitative research approach was used to analyze tasks of oral presentation, semi-structured interviews, and a survey of students’ satisfaction with Chinese courses. The result shows that: (1) The principles of course design in AP Chinese classes in Taiwan are to incorporate task-based teaching, place learners at the center, focus on current issues and involve class discussions. (2) Implementing class discussion on the current issues in AP Chinese classes is an effective method to facilitate learners to complete the task of oral presentations in class. (3) Taking oral presentations in class as an approach to task-based teaching in AP Chinese courses can enhance learners' speaking ability. Based on the findings, our study provides suggestions for Chinese teaching and further research on this topic.