This paper explores problem-based learning (PBL) from a dual perspective: it firstly examines the issues and stages of planning deemed necessary for the delivery of effective PBL within a classroom environment; and secondly it investigates the effects of PBL on the student learning experience. One of the challenges in planning and implementing PBL pertains not only to aligning problems and tasks with final learning outcomes but in creating holistic learning experiences where knowledge and skills acquired during PBL can be transferred to other learning domains in an effort to create meaningful and deep learning experiences. Adopting a PBL approach automatically promotes many facets of constructivist learning theory as discussed in this paper. The study was conducted over one semester-a period of twelve weeks with four contact hours per week. The first section of this paper discusses the preliminary design process and subsequent implementation of the PBL approach. The second section of the paper presents the findings of the study from both students and facilitators perspective-this section discusses the challenges posed and issues arising from PBL.