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The need to cultivate creativity in engineering education calls for opportunities for students to exercise freedom in proposing and pursuing projects aligned with their interests. This paper presents insights into an undergraduate makerspace-based course in terms of factors affecting students’ creativity-related self-efficacy. We conducted a survey on students who come from an engineering and science background to gain their opinions about the impact of this course on enhancing their creativity. To establish if there is a significant difference in the students’ creativity, we performed the non-parametric Wilcoxon signed-rank test comparing the first and second survey, with results showing that there is a statistically significant increase in students’ creativity-related self-efficacy. There was a general increase for all the items, especially students’ perceptions toward the relevance of the course, the conduciveness of the …