This study presents a teaching model for product design methods. It was developed in order to assist the teacher in subjects such as Project Methodology and Product Design. The research aims to attend the necessity, during the product design process, in dealing with all kind of information to be considered not only during the abstract project phase, but also at the moment of the project achievement. During the study the author affirms that the teacher should be a facilitator in the learning process of the future designer, while showing thorough knowledge of the subject to be taught, in a way to emphasize its fundamental aspects and enlighten its practical applications. The theoretical contribution of this study shows that the scientific activity of design, which investigates methods and determines the logic and sequential processes, has demonstrated to be suitable to transform design into a reflective practice. Beyond abilities and competence, a designer should possess creative capacities in order to propose innovative solutions, by means of mastery of the process designing techniques, as well as mastery of the different development steps of a project, namely: object definition, data collection and data analysis techniques, generation and evaluation of alternatives, solution configuration and communication of the results. These two abilities and competences are fundamental, and are required of a graduate student. Therefore, education in design should possess quality and the knowledge regarding project design methods should be learned by the future designer so he or she will be able to face his profession with confidence. This method neither guarantees the solution nor the project’s effectiveness and its achievement since it is related to the approximation of knowledge, being only a guarantee of the attainment of the project s aim. Thus, this study aims to propose a Teaching Model for Product Design Methods (TMM), based on the theory of meaningful learning. The method proposes that the teacher should use differentiated strategies to achieve meaningful learning, based on a guide, which relies on pedagogic knowledge by means of the methodologies of higher education. This study proposes learning strategies, evaluation strategies and 40 product design methods as tools capable of providing a more effective learning process. At last, this work presents the application of the method to the subject Project Methodology during a semester at the Univille University and from the analysis of the results, the effectiveness of the model is found, thus recommending its use by other teachers of the subjects Project Methodology and Project Design of industrial design courses.