This study explored how a 2-year, maker-centered science, technology, engineering, and mathematics (STEM) project-based learning (M-STEM-PjBL) curriculum aimed at leading students to be makers changed students, science teachers, and a rural middle school in Taiwan, where teachers were stressed due to the low birth rate and low grades in the Comprehensive Assessment Program for Junior High School Students (CAP). This practical action research study utilized data collected from 24 students in a maker class, their peers, 4 teachers, and administrative documents related to school enrollment and student competitions' records. Results showed that teachers had shifted their teaching from being teacher-centered to student-centered. The students who participated in the M-STEM-PjBL curriculum actively assisted peer learning and initiated active teacher-student interactions. Both teacher and student participants improved their practical skills during the process. Students in the maker science class had more positive attitudes toward science and science learning and changed their peers' attitudes in the regular science class. The problematic rate of not meeting the required standard in the science subtest of the CAP was reduced from 36 to 26%. Moreover, student participants' products recommended to the county or national level competitions frequently won awards. Student participants' creativity and the science teachers' teaching efforts were recognized in the media. Parent endorsement of the school was increased, the threat of losing students to other schools was decreased, and the crisis of cutting the number of classes was reduced.