Purpose: This study aims to provide an investigation of evidence-based practice (EBP) teaching for developing future evidence-based health care (EBHC) curricula. Methods: We conducted a validated mail survey to investigate the EBHC curricula and present practices of 13 medical schools and 68 teaching hospitals/medical centers across Taiwan. Moreover, teachers' cognitions, attitudes, and teaching experiences regarding EBHC education for undergraduate year (UGY) students were studied. Results: The response rate was 51.6%; 231 respondents (94.7%) provided information about their cognition, attitude, and satisfaction regarding EBHC teaching; EBHC education was conducted by 81.3% of medical schools for UGY 1-5 students and 86.2% of hospitals for UGY 6-7 students. However, approximately 50% of the surveyed institutes did not have assessment tools for EBHC learning. We demonstrated the most common teaching formats, assessments, and challenges in EBHC education at early (UGY 1-5) and advanced (UGY 6-7) undergraduate stages. Significantly fewer teachers in hospitals compared to those in medical schools were satisfied with EBHC teaching and agreed with the necessity of EBHC. The Berlin Questionnaire and Fresno test were the most commonly applied tools to evaluate students' epidemiological skills and competence in EBHC practice, respectively. Conclusion: Future assessment tools should be developed with the assistance of the Classification Rubric for EBP Assessment Tools in Education framework.