Although students' STEM designs are widely admired by teachers, relatively little attention has been given to making use of these designs by incorporating a basic understanding of the market to create new values for communities. The E-STEM model was developed to promote entrepreneurial practices into STEM disciplines and prepare students for the market. Yet, little is explored regarding the teaching pedagogy of E-STEM model and its outcomes. A qualitative case study was conducted to explore E-STEM experiences of high school students and to further explore teachers' perceptions regarding the teaching approach of E-STEM model. A total of twelve teachers were trained to understand the concept of E-STEM, and five of them were selected purposefully to implement E-STEM model with 42 students. Through analyzing and interpreting students' projects and teachers' interview transcripts, this study concluded that the effective practices of E-STEM model require a development-oriented instruction to enhance students' outcomes over time.