This article takes a residential college (RC) in Macao as a case, and understands its curriculum development and effectiveness through document analysis and interviews. This study found that the RC curriculum included university, RC and student levels, and inclined towards the “objectives model”, but none of them went through all the steps of the model. Among them, the university level was relatively complete, yet the situation analysis and curriculum evaluation were not highlighted, and the proportion of intended learning outcomes was relatively uneven. The activities designed by the RC fellows and students included seven goals, which were diversified and covered a wide range of areas. However, there was a lack of statements such as clear goals, intended learning outcomes, teaching and assessment strategies, and the curriculum organization was lacking in integration, sequence, and balance. In terms of effectiveness, the RC curriculum were affirmed by RC fellows and students. There were not only excellent examples, but also the students' ratings on the growth of target abilities and the effectiveness of RC activities were higher than the average. However, there was a gap in the growth of the seven goals. The high satisfaction of a small number of students may not represent the perception of the overall RC students, and there was a lack of curriculum evaluations. In order to improve the quality and effectiveness of RC curriculum, it is recommended to adopt the "curriculum model" of Kerr & Tweedy (2006) and the evaluation form of Brown (2022) to develop RC curriculum.