Outcomes-based Education (OBE) is not a new approach to 21st-century education, but some teachers as implementers need to understand the OBE system and its different forms fully. This study is a literature review focusing on Outcomes-Based Teaching and Learning (OBTL), which is a course-level version of OBE. The purpose of the study is to understand the context of OBTL and to synthesize its salient features. Twenty-one journal articles from the Google Scholar database were utilized and subjected to analysis. The findings suggested four Cs features of OBTL, including course-level learning outcomes, connected learning, continuous improvement, and constructive alignment. However, limitations were recognized in the recommendation section to understand OBTL comprehensively.

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