The public lesson has been regarded as a main mechanism to improve teaching quality as well as to promote exchange of teaching experiences among teachers in Mainland China. This inquiry invited a well-known elementary school located in the North Western part of Mainland China to be the case. Observation, interviews and documentary analysis have been employed to understand the process as well as the implication of professional learning from public lessons. There are three main story lines from the field work. First, competition instead of cultivation. It means to employ competition to foster basic competencies of teachers. Second, the design of public lessons taking the age of teachers into account. Third one relates to the strategies of public lessons used to promote professional learning. This strategy has been called “inviting-in, walkingout and sending-down“ in Chinese. Two images have emerged from field work, i.e. flowing and grinding. Based on the temporary findings, two suggestions toward teachers’ professional learning in Taiwan have been constructed. The first one is to promote exchange among teachers. The second one is to construct friendly as well as cultural responsive mechanisms to uphold the cultivation of teaching in Taiwan.