This study was based on the application of McClusky’s Margin Theory of Needs in basic course design for the elderly and adopted the view point of active aging as a key objective of professional elderly education. Research methods included observations and interviews to explore the learning process and the effectiveness of elderly participation in determining features of courses specifically designed for the elderly. The main results include: (1) the status of elderly learning activities and learning strategies, including analysis of: curriculum planning by managers, teaching design of the instructors, educational goals which were to promote the health, dignity and self-realization of the elderly, and linking the curriculum with helping elderly participants deal with everyday real-life problems and solutions; (2) the learning process: the needs before learning, the awareness during learning, and changes after learning specifically according to three phases “selection”, “application”, and “compensation”; (3) learning effectiveness, specifically elderly learners: obtaining empowerment, enhanced health and self-approval, providing a contribution, receiving services, and then reaching the educational goals of health, dignity and self-realization. In summary, specialized courses for the elderly allow older learners to become healthy, energetic, independent, active persons who are involved in the community, that is, to achieve the effective educational goals of active aging.