This study examines the effectiveness of Creative Project-Based Instruction (CPBI) within an English for Specific Purposes (ESP) course designed for science-focused special programs student-teachers at the university level. A quasi-experimental pre-test post-test control group design (n=60) compared student language achievement, motivation, and attitudes following instruction with CPBI or a traditional ESP approach. While both groups improved language proficiency, the CPBI group demonstrated a statistically significant steeper increase. This study contributes to the under-explored field of ESP with Project-Based Learning (PBL), particularly in science education. The findings suggest CPBI as a potentially valuable approach for enhancing language learning outcomes in ESP programs. This study strongly recommends the adoption of Creative Project-Based Instruction (CPBI) in ESP programs for science education, particularly by integrating creative projects and authentic tasks that foster collaborative learning and enhance language acquisition, while encouraging further study to fully explore its long-term impacts on students studying English as a foreign language and other students in special English programs.