Class-Centered Teaching (CCT) is a teaching framework claimed to be an effective means of language teaching by promoting cohesive behavior in the class. In this research, CCT focused on nine (9) teaching principles and assessed the language knowledge and language skills of the students. This study was conducted with the use of a descriptive research method. The result shows that the level of class-centered teaching practice of college teachers in English is generally high. Moreover, the level of the language learning outcome of the college students is also generally high. With the data gathered from student respondents assessing selected language teachers, it was found out that the established language learning outcome of the students did not necessarily depend on the classcentered teaching practices observed by the instructor even if behavior towards language learning may have been improved. It is concluded in this study that the teachers should continue to utilize effective and interactive instructional strategies to promote quality language learning which may include CCT that can be beneficial in boosting up a positive behavior among students towards enhancing their command in the English language. Furthering the findings of this study may be made with the use of more comprehensive research methodologies like experimental study so as to see how such class-centered teaching framework affect directly specific language learning outcomes.