This study aims to (1) design a college curriculum based on optimism and positive thinking, and (2) use action research method to collect data on optimism and positive thinking before and after the curriculum, the interaction between teachers and students, students learning experience, misconceptions and the researchers' reflections on their involvement in this action research. Subjects were first year technical institution students. They were incorporated into the compassionate education through advisor time once every even week for a period of five months. Data collection included observations, questionnaires, interviews, document records and audio-taping. Teacher-student interactions were recorded, and students' misconceptions were analyzed. The students' learning process was divided into four stages: self-involvement, self-awareness, cognitive assessment, and practical application. The results are discussed and suggestions made for future studies.