Abstract: Design theory course and design studio course are core components of landscape architecture undergraduate curriculum in general. There are attempts to link contents of these two types of courses in various universities worldwide, however, the extent and model of intentionally planned linkage still need to be studied. Through literature analysis and interviews, four types of existing linkage between design theory teaching and design studios are summarized. Taking upon the opportunity of establishing two new courses for sophomore at Tsinghua University, respectively Landscape Architecture Design Theory and Landscape Design Studio 2, an innovative teaching model named “Parallel-Structure with Node-Interaction” is explored and adopted to facilitate mutual-inspiring study experience for students enrolled in both courses during the same semester. Three principles are identified and three strategies for cooperative teaching are proposed. Firstly, key nodes of interaction between the two courses shall be identified. Secondly, common themes can be incorporated in both courses to stimulate deeper understanding and critical thinking. Thirdly, important ability training is arranged in both courses with differentiated intensity to achieve enhanced teaching outcome. A detailed survey is conducted to evaluate students' perception and growth through enrolling in both courses under this new cooperative teaching model. Positive feedback revealed that the initial pedagogic goal is achieved successfully.