This article presents a learning and teaching experience built on a project-based learning approach using
Instagram as an educational tool to improve students’ skills and increase their interest in English for Specific
Purposes classrooms. Therefore, this study aims to investigate the impact of Instagram-based activities on ESP learning among higher education science (chemistry and biology) students and ascertain their attitudes toward this approach. The research is a mixed method in nature and uses questionnaires from 49 freshmen chemistry and biology students at a higher institution to understand their perception of social media tasks in ESP learning. The researchers selected Instagram as the platform for project work, aiming to improve students’ ICT, communication, organization, research, self-reflection, and group work skills. Content analysis and student survey responses were analyzed to evaluate the project’s effectiveness. Pearson correlation coefficient was calculated to measure the strength and direction of the linear relationship between two variables.