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In This study was intended to develop teaching-learning instruction guidelines refl ecting a creative problemsolving learning model and a creative thinking technique in a make-up curriculum of vocational high schools, and provide a teaching material, in order to improve the ability and attitude necessary to creatively perform a job in the make-up related area. As for the study scope and study method, this researcher applied the creative problem solving of Treffinger, Isaksen and Dorval, brainstorming technique, and lotus blossom technique to the ‘bridal make-up’ section in the highschool make-up curriculum, and then developed and completed teaching-learning instruction guidelines. On the basis of the learning steps of the creative problem solving, the concrete teaching-learning instruction guidelines in the ‘bridal make-up’ section are presented as follows. In the understanding step of a problem, brainstorming technique was applied to understand the characteristics of a bride. In doing so, learners were allowed to fi gure out various characteristics of a bride and learn the ability to deal with the bridal make-up. In the planning step to create an idea and take action, learners were allowed to improve their creative ability to fi nd proper solutions and deal with problems according to the circumstance, going beyond the cramming system of education to learn the basic techniques of bridal make-up. Academically, this study is sure to be meaningful in the point that the teaching-learning instruction guidelines developed in this study and its relevant learning material meet the purpose of the 2007 revised curriculum focusing on selfdetermination and creativity, and greatly reflect the objective of the make-up course proposed in the 2007 revised curriculum, which is to improve the ability and attitude of learners in order to creatively perform a job in the make-up related area.