In recent years, a teaching method which leads students to communities and utilizes field trips as experiential learning has been on the rise in universities. However, taking students to go off campus has been met with numerous constraints and challenges. The present study carried out in-depth interviews with the university instructors who have the experiences of using field trips as teaching methods; meanwhile, the study also conducted focus group interviews with the graduate school students who were taking the course of "enterprise ethnics" and were engaged in the project of University Social Responsibility (USR). Adopting dyadic research design, the study then undertook analysis and interpretation of the interview transcripts from both sides of the teachers and the students, which could indicate the following proposition and reflections: first, students could discover the crux of the problem from field trips and thus solve problems step by step; second, sometimes the results of such experiential learning may not attain all the goals that it originally set, but what matters is that the process could bring about reflections and inspirations for the future learning; third, various kinds of interaction experiences with the local communities may arouse students’ kindness; fourth, experiential learning can create a flipped classroom that can stimulate students to learn; fifth, through such a collaborative learning, students could achieve the desirable synergy. Finally, based on the problem awareness and the experience interpretations mentioned above, suggestions for future practical teaching are provided.