As a foundational compulsory course for military academies’ science and engineering undergraduates, university physics plays a crucial role in fostering scientific and cultural literacy. However, the unique management environment and mission of military academies present distinct challenges compared to civilian institutions. This paper focuses on three prominent teaching issues: the insufficiency of integrating military applications into the classroom, insufficient extracurricular study time for students, and relatively weak logical thinking and expression skills. It offers an exploratory attempt at reforming the teaching of university physics in military academies for reference by frontline teachers.