This study aims to develop a role-playing learning model that can enhance class participation and creative thinking of technical college students, and to apply and utilize the developed model as a teaching–learning method in classes in technical colleges. In order to produce the best creative talents from colleges in the 21st century, we believe that interactive classes through smooth and active communication and interaction among learners is much more effective than teacher-oriented classes that are unilateral and instructive. Moreover, it is also important to actively induce learners to participate in classes. Those are the reasons why we are focusing on the development and utilization of a new teaching–learning model. In this new teaching–learning model, the professor gives the themes related to the special subjects of a study after dividing the class into several teams consisting of 5–10 members. The learners actively set and understand the situations of the problems in the form of role-playing, and they seek for solutions. As a result, the professor merely serves as a guide or an assistant. Learners solve their own problems based on creative thinking, leading through role-playing in cooperation with one another. Every individual is also made to complement the insufficiency of others, which can maximize the achievements of the learning process. If the creative and voluntary presentation-based classes through role-playing are performed along with existing classes, the instructors will be much freer from the burden of handling the class, and the satisfaction and learning achievements of the students will be greatly increased.