The purpose of this study was to investigate the relationships of social economic status (SES) and learners' motivation and performance in a game-design project. There were 362 junior high school students participated in the gamedesign project. The 4W strategy was employed to help learners understand who, where, when and how to operate the stage and sprite in the game-design activity. The game design topics include design of sprites, move sprites, sensing sprites and scoring. The results showed that the 4W strategy could facilitate high SES learners to comprehend and apply the programming concepts into project production. The high SES learner possessed higher learning motivation and outperformed the low SES learners on project performance. However, how to improve low SES learners' motivation and performance needs to be further investigated.