The purpose of this study was to examine the Junior High school students’ Tchoukball learning outcomes in terms of skill performance, game performance, and physical education (PE) learning attitude after incorporating the Cooperative Learning Model into the “Teaching Games for Understanding”. The various learning outcomes demonstrated by both genders and students of different skill levels were also investigated. The participants were 33 ninth graders consisting of 18 boys and 15 girls. Twelve classes of the Cooperative Learning Model incorporated into the “Teaching Games for Understanding” approach were conducted. The pre-test and post-test were administered using the Tchoukball skill test, Game Performance Assessment Instrument (GPAI), and PE learning attitude rating scales. The quantitative data were analyzed by pair-samples t test, independent t test, and covariance analysis. The results indicated that: (1)the junior high school students’ skill performance (26.8＞14.5), game performance (77.44＞38.17), and PE learning attitude(157.24＞109.91) had shown significant improvement; (2)both genders had shown improvement in terms of skill performance and PE learning attitude, but not significantly different. Significant difference was found for game performance (boys 83.56＞42.44) and (girls 71.33＞33.89); (3)the students of different skill levels showed improvement in PE learning attitude, skill performance and game performance, but significant differences were only found for skill performance (high skilled 27.22＞21.22; low skilled 27.33＞7.67), and game performance (high skilled 83.33＞34.78; low skilled 74.33＞43.78). In conclusion, it was evidenced that the Cooperative Learning Model incorporated into the “Teaching Games for Understanding” approach could effectively enhance the Tchoukball learning regardless of gender or skill level, and thus is an effective PE teaching method.