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Makers studying at university are the main powerful pioneers for developing innovative knowledge society. This research aimed to construct a feasible model of maker teaching, to explore the differences of learning perception of the maker instructional model, and to develop the subsequent process of product creation. Nonequivalent pretest-posttest designs of the quasi-experimental research was employed. Research participants included 132 college students from three classes of creativity-related courses, who participated a 6-week experiment. They were divided into the experimental group and two control groups. A questionnaire was employed to test their differences of learning perception. Results found that: (a) for the maker instructional model, CEO-I2M2E2-SF, a collaborative constructive relationship should be built between instructor and makers; (b) in terms of the performances of learning perception under the maker instructional model, significant differences were found in the dimensions of creativity, creative problem solving, and maker instructional design; (c) there were educational and marketing values in the subsequent process of product creation by makers.