This study aims to explore and evaluate the implementation of a team coaching-based teaching method designed to enhance university students’ leadership competencies. The pedagogical framework integrates Peter Hawkins’ Five Disciplines Model—Commissioning, Clarifying, Co-Creating, Connecting, and Core Learning—with the CDCC model (Clarifying, Delegating, Co-Creating, Connecting), offering a comprehensive structure for team-based experiential learning. The reason for the integration of Hawkins' five disciplines with the CDCC model in this paper is that it enables a dual approach to training. While Hawkins provides a systematic and temporal coaching framework, CDCC is effective in highlighting key team behaviors that need to be developed through coaching. This combination ensures both structural alignment and practical skill development in a college team-based learning environment. A qualitative case study was conducted with 20 university students across counseling, education, and aviation-tourism majors. This study also employed a convergent parallel mixed-methods design; qualitative thematic analysis and quantitative pre-/post-surveyswere collected concurrently and integrated during interpretation. The intervention consisted of weekly 90-minute team coaching sessions over eight weeks. Data sources included reflective journals, observation logs, pre- and post-intervention self-assessments, and individual interviews. Results revealed improvements in leadership domains such as self-awareness (+34%), communication (+36%), trust and collaboration (+40%), and overall leadership competency (+33%). The findings suggest that structured team coaching significantly enhances students’ interpersonal responsibility, role clarity, and team cohesion in collaborative academic settings.