The K-12 population learning Chinese as a Foreign Language (CFL) has been increasing rapidly within recent years in the United States. Ruan, Zhang, and Leung (2015) state that summer programs are one of the most recognized forms of Chinese learning, cultivating immersion language environments in the United States. As CFL programs expand, there is a need for more research on specific teaching practices to contribute to the knowledge base in the field of teaching CFL. This case study based on a Chinese bilingual summer camp explored two instructors engaging and reflective teaching practices, particularly about the instructors' daily learning engagement methods, scaffolding of students, and the insights of reflections on one's own teaching. Results revealed that both instructors deliberately designed an array of activities to create a motivating and interactive environment while they shared challenges in teaching. While this was a small case study, it exemplified some effective and reflective teaching that could inspire other Chinese programs. In addition, participants' challenges also provided insights for teacher training.