The purpose of this research was to study effects of teaching activities using team learning with different and non-different major subjects on innovative knowledge creation of undergraduate students. The subjects were 14 undergraduate students registered in Technology Activities course (2726311), faculty of Education, Chulalongkorn University. They were divided into four teams 1) Four team members with different major subjects 2) Three team members with different major subjects 3) Four team members with non-different major subjects 4) Three team members with non-different major subjects. All groups were taught by using team learning method. Instruments in this research consisted of the observational assessment, and innovation evaluation form. The data were analyzed by average, standard deviation, and t-test. The results of the study revealed that: 1. The evaluation showed that the scores of innovative knowledge creation in four groups; (1) Four team members with different major subjects were 94.66. (2) Three team members with different major subjects were 96.17 (3) Four team members with non-different major subjects were 98.83. (4) Three team members with non-different major subjects were 95.00 2. The results of factors for success team learning in interviewing team members consisted of five factors; 1) Leadership 2) Information Technology 3) Motivation 4) Sharing knowledge, experiences, and opinions 5) Trust 3. Team learning style of 14 undergraduate students after being taught by team learning method was higher than before being taught at .01 level of significance. (Contains 2 tables.) [This paper was published in the Proceedings of the APRU 9th Distance Learning and Internet Conference 2008 (DLI), Waseda University, Japan, 19-22 November 2008.]