The purpose of this study was to explore the influence of the integration of assessment as learning into disaster prevention education on sixth graders’ disaster prevention knowledge and word recognition. The participants were 25 sixth-graders who received the disaster prevention education for five weeks. To address the research questions, qualitative data (self- and peer evaluation forms, observations, and reflection notes) and a pretest and a posttest were collected. The study had the following major findings. First, the findings showed that the integration assessment as learning into disaster prevention education increased six graders’ disaster prevention knowledge and word recognition. Hands-on activities (simulation activity, sorting games) and self- and peer evaluation forms increased students’ disaster prevention knowledge. Technology-assisted language learning (Wordwall, Quizlet) helped students recognize the spoken forms and word forms and meanings of the target vocabulary. However, the challenge faced by the instructor in integrating the disaster prevention education was also discussed. Using cooperative learning and explaining the concepts with pictures and words catering to the students’ English proficiency level can help students of different levels to learn disaster prevention knowledge and word recognition. Finally, the significance of this study, limitations, and issues for further studies were provided.