Against the backdrop of the advancement of the New Liberal Arts initiative and the comprehensive digital transformation of the accounting industry, the traditional Cost Accounting Course Experiment is plagued by ambiguous teaching orientation, disjointed curriculum content from industrial practices, rigid teaching modes and monotonous assessment methods. These problems make it difficult to meet market demands for interdisciplinary professional talents in cost accounting. Outcome-Based Education (OBE) centers on students’ ultimate learning outcomes. Guided by the OBE concept and combined with the practical and applied attributes of the Cost Accounting Course Experiment, this paper sorts out the existing problems in current course teaching and constructs a brand-new teaching system featuring outcome orientation, student centrality, and dynamic iteration. Specific reform measures are proposed from five aspects: restructuring teaching objectives, upgrading curriculum content, innovating teaching forms, optimizing assessment mechanisms and improving teaching support systems. Teaching practice has verified that this reform model can effectively improve students’ practical skills in cost accounting, foster their thinking of cost analysis and control, and realize precise alignment among course teaching, talent cultivation standards and enterprise job requirements. It also provides references for the teaching reform of similar practical accounting courses.