The objectives of this research article were to 1) develop the integration of project-based learning management and the concept of flipped classroom to promote competency in creating innovation for learning and learning achievement of graduate teacher students, 2) compare learning achievement level of foundation of education before and after the learning management, 3) compare students’ self-assessment level of competency in creating innovation for learning before and after the learning management, 4) evaluate students’ competency level in creating innovation for learning after the learning management, and 5) study students’ opinions on the learning management. This research was mixed methods research and the sample group was selected by using a purposive sampling technique, including 5 first year graduate students of Suryadhep Teachers College, Rangsit University, Pathum Thani in Semester 1 of 2022 Academic Year. The research instruments were the course syllabus of ECI 501 Foundations of Education, test of foundations of education, self-assessment form about competency in creating innovation for learning, experts’ assessment form about competency in creating innovation for learning, and interview. Both quantitative and qualitative were analyzed. Mean, standard deviation, t-test for dependent samples, and content analysis were used in the study. The findings show that 1) there are 3 stages of activity management process which are (1) learning outside classroom (1.1) learning through electronic media (1.2) doing assignment sheet through Google Classroom (2) learning inside classroom (2.1) doing the pre-test (2.2) conducting project activities (2.3) class discussion (2.4) doing post-test and (3) assessment outside the classroom (3.1) project evaluation (3.2) activity reflection. The overall quality of learning management activities was found by the five experts that the mean score was 4.36 (S.D. = 0.06), which was high. 2) students’ learning achievement of foundation of education after the learning management implementation was higher than before the learning management implementation at the statistical difference level of .05. 3) students’ self-assessment of competency in creating innovation for learning after the learning management implementation was higher than before the learning management implementation at the statistical difference level of .05. 4) the mean score of students’ competency level in creating innovation for learning after the learning management implementation was very high (x̄ = 3.84, S.D. = 0.30) and 5) students’ opinions on the learning management showed that the learning management was interesting in terms of contents and activities and students learned a variety of digital technologies for education. They also developed the knowledge and competency in creating innovation for teachers’ essential learning.