This research aimed to explore the impact of the use of learning communities to integrate teaching on the learning effectiveness of geography in grade eight of junior high school students. It applied the Geographic Achievement Test and the Geographic Learning Experience Scale as the main research tools to collect quantitative data, supplemented by qualitative classroom observations, reflection notes, and student interview records. 25 eighth-grade students of a public junior high school in Tainan City was used as the research object for 13 weeks of teaching practice. The quantitative data collected was analyzed by statistical methods such as a dependent sample t-test, supplemented by qualitative data, and the following conclusions were obtained: 1. The integration of the learning community into teaching can promote the motivation and attitude of the eighth-grade students in geography; 2. The integration of the learning community into the teaching will enhance the learning atmosphere of the eighth-grade students in geography; 3. The integration of the learning community into teaching can improve the learning ability of the eighth-grade students in geography; 4. The integration of the learning community in the early stage of teaching has a significant negative impact on the geography paper and pencil test of the eighth grade. Finally, specific suggestions are made based on the research results, as a reference for teachers, school administrations, and future research.