The objective of this study is to propose the cognitive instruction-learning model for the “Internet Business” class which is currently being lectured in many universities. It is well known that students have different view from instructors in the class, causing unexpected inefficiency in communication between students and instructors. However, the previous studies fail to show concrete and unified resolution results on this issue. To fill the research void like this, this study proposes applying the cognitive map to coordinate different views of both instructors and students, and derive an effective education paradigm. The cognitive map is induced from statistical results using LISREL and 596 valid questionnaires from active students studying the Internet business subjects. Four scenarios are conducted to show how effective the proposed cognitive instruction-learning model is for the “Internet business” class. The results reveal that the proposed education mechanism is valid and robust for teaching the Internet business. Besides, we find that the results of this study can be easily extended to other similar research issues.