Suitable teaching has become the concern issue for the education environment of pluralistic society learning in Taiwan. The Ministry of Education promotes the summer music activity course which hopes each school can develop the characteristics of their own and by the way may combine the standard curriculum, community resources, as well as innovate the teaching activities to reduce the summer learning loss of indigenous students. Therefore, in order to induce the motivation of this research and to understand the relationship between learning interest and the learning effectiveness of the indigenous students in the rural region. Students who participated in the integrated activities of summer music course were as independent variables, and assumed that the course activities of outdoor education during summer vacation in the rural indigenous students, schools would improve learning interest and learning effectiveness of indigenous students through integrated outdoor learning. Results showed that ＂parental education level＂ and ＂participation time＂ of indigenous students from different backgrounds varied in ＂behavior participation＂ of learning interest. Indigenous students of different backgrounds in ＂home difference＂(p＜.05), ＂the level of parental education＂, and ＂participation time＂ showed significant differences in ＂after class learning＂(p＜.05). The learning interest of indigenous students with different background varied with ＂whole course＂ and ＂learning environment＂(p＜.05). It shows that there are significant correlations between the learning interests of different indigenous students and the learning effect, ＂holistic course＂, ＂learning environment＂ and ＂after class learning＂. Learning interest and learning effectiveness were significant correlated in ＂whole course＂, ＂learning environment＂ and ＂after class learning＂. Based on this conclusion, Indigenous students participated integrated activities of summer music outdoor course can significantly improve their learning interest and effectiveness.