The purpose of this paper is to share the results from an action research project that explored the impacts of Project-Based Learning (PBL) on in-class student engagement. This was done in a 10th grade world studies classroom that compared PBL to traditional instruction. The main patterns that emerged from this project showed that percentage of student engagement and types of higher order thinking increased when components of PBL were implemented in the classroom. This can be attributed to PBL’s learner-centered approach, where the students’ perspectives are continually taken into account and students are at the center of their learning process. As the needs of our students are changing, PBL allows us to keep up with these needs. Other patterns in the research show the positive relationship between PBL and teacher engagement in the classroom. The findings also suggested continued development of PBL strategies and a focus of more student involvement in developing PBL projects.