This study aimed to establish a conceptual model for negotiation games, in which multiple opportunities for engineering projects were provided, and players were thus allowed to improve the negotiation profits by integrating different procurement items from different projects. Students were able to play the role of a constructor or a supplier, distinguished by the initial capital or score. Accordingly, the constructor and the supplier reached different outcomes in the game, and the outcomes were put under evaluation and compared with the achievements of all players. The game adopted a rule that both sides of the players kept track of the negotiation process, either with props or on a written recording form. The game was administered in a classroom setting, followed by the administration of a questionnaire, an interview and a test for further exploration on the learning efficacy of this game model.