In this study, the effect of practical courses (especially robotics) on students' success is evaluated using fuzzy cognitive maps. This study particularly focuses on how practical courses increase the learning achievements in vocational schools. For this purpose, students and academicians were chosen as stakeholders for this study. Student were selected from departments of machine, electronic and computer. In total views of 30 students were taken and evaluated using fuzzy cognitive maps before the study. Students were studied on three projects within this study. These projects are autonomous cleaning robot, chameleon robot and sumo wrestler robot. Each robot was developed by a group consisting of ten students. Three main outputs determined to be gained by students in the robot development process as sensor calibration, improvement of mechanical systems and software optimization. These outputs are also among the output concepts of the fuzzy cognitive map. Sensor calibration, improvement of the mechanical systems and optimization of the software are the critical tasks respectively for the student groups of electronics, machine and computer. Each student group shared students of their departments homogeneously. Academicians were selected as one from each department. Fuzzy cognitive maps' survey applied to 15 academicians. After the design and development processes of robots, students and academicians views re-evaluated. It was observed clearly from the comparison of the results that, learning achievement, desire to learn, desire to interdisciplinary collaboration, self-confidence, interest in robotic technologies, satisfaction and desire to give priority to practical training in other subjects are increased by % 45, % 63, % 42, % 74, % 85, % 88 and % 76 respectively.