This study explores university students’ perceptions on learning English for Specific Purposes (ESP) through ICT-enhanced peer design of instructional materials. It investigates if active and meaningful learning of ESP promoted, in learners’ opinion, development of language, ICT, and learning skills and strategies. Instead of learning through instructional materials produced by others, students were instructional materials designers. The ultimate outcome of the student work a set of usable ITC-enhanced language learning instructional materials, which were domain-specific and focused on education and computer science. Speaking, writing, reading and domain-specific vocabulary were perceived to have developed considerably. The findings of the present study contribute to promoting active and meaningful ESP learning among university students by engaging them in the learning process.