This study tried to verify the effectiveness of teaching programs of the centers for teaching and learning of universities. The case is the teaching support program of A University which was run from the first semester of the 2015 school year to the first semester of the 2018. Kirkpatrick s Level 4 model was selected as the verifying tool. For the materials of subjects for the analysis, program satisfaction was analyzed in Level 1, a survey of participants was conducted in Level 2, their FGIs (focus group interviews) were conducted in Level 3, and their lecture evaluation scores before and after participating in the teaching support program were compared. And in order to check the results, the participant teachers reviews were analyzed in Level 2, their syllabuses were analyzed in Level 3, lecture evaluation of the same period was analyzed in Level 4. The analytical results are as follows: For satisfaction of Level 1, 4.38 out of 5 was drawn. For the survey which reviewed the learning results of Level 2, average 3.96 was drawn. For the FGIs to check field application in Level 3, the opinion that intramural teaching methods diversified through the teaching support program. Finally in Level 4, 86.6% of the professors whose lecture evaluation was improved after participating the teaching support program was drawn. In the analysis of the reviews of Level 2 which was compared with these results, class application (83.3%) was drawn. Level 3 has found to be clear statement (98%) of various teaching methods and evaluation related to them in syllabuses. Educational satisfaction of Level 4 increased by more than average 0.5. Accordingly, the study could conclude that the teaching support program of A University has a positive partial effect on change of eduction and culture of A University , the final goal. But, these results left a task to secure reliability because they are self-evaluation of the teaching support program of the teaching support department in A University and have difficulty in generalizing them.