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Gallery Walk learning and site visit is learning methods that fell under the social constructivism theory of learning that can promote learning towards industrial revolution 4.0. These learning strategies allow students to understand better about the subject or a learning topic that connects them with vast data and industries. This learning strategy creates opportunities for students to share information, views, and ideas with peers and industries. Gallery Walk cooperative is a learning model that can stimulate and strengthen students memory in the learning process because what students learn is seen and analyzed directly, not only seen through images. This study is about the application of Gallery Walk teaching methods that are modified according to the suitability needs of the learning objectives. On subjects related to law and act, students need to understand and evaluate the effects and consequences if they fail to be complied with. The details of the Act need to be memorized and understood in the context of the Hair Care and Hairdressing subject very important in ensuring the right of consumers, salon premises, workers rights and guidelines to work well. The students have visited the saloon in their group to interview the saloon owner related to legislative and act in salon management. During the gallery walk activity, the students were divided into two big groups and every group then divided again into five groups according to the division of law and act in salon management. Modified Walk Gallery strategy was used to ensure all the students involved in the presentation and discussion. A few strategies were used such as smaller group members, an active presentation by group members, Q and A session and assessment session among the other groups members and pre-discussion. From the observations, the student presenters played a good role and they managed to convey the information by giving example to each division on the acts they were presented and managed to create a good climate in discussing and conveying the knowledge related to the real situation in saloon. Besides that, the audiences were also felt confident to throw questions to the presenter until they understand the descriptions of the acts. From the qualitative data, 93.7% of the students were able to answer the examination very well and 89.8% of them could give the correct reality example according to the acts questioned. Related to the finding, the combination of saloon visits and modified gallery walk should be applied to other subjects related to law and act. It needs a good plan teaching method and systematic process to ensure the students capture the real understanding of the saloon law and acts.