Enhancing the teaching quality in higher education is the recent policy emphasis in Mainland China. The Ministry of Education initiated teaching quality assessment in undergraduate programs in the past few years. Under the above policies, universities launched various measures to deal with the teaching quality assessment and aimed to develop the learning communities for teachers to raise the quality of teaching. In this study, we employs the academic perspective of communities of practice to investigate how an ordinary university which focuses on teaching develops various measures to enhance teaching and how these measures help to develop the learning community for teacher to improve teaching. This study employs qualitative research method to interview 20 teachers in the sample university. The informants are coming from four areas including science, social sciences, engineering and business. The four areas obtain different resources and have different emphasis between research and teaching. The preliminary observations of this study found that first, the objective of the joint enterprise in the teacher community was set by the university. Second, the norms of mutual engagement were mainly on how to control teachers’ teaching behavior. Third, the shared repertoire was defined by the required documents of teaching quality assessment. Policy makers and university administrators should seriously rethink the contradiction between the stated aims and implementation of the teaching quality assessment in undergraduate programs.