In October 1998, the Coordinating Board Committee of the Department of Education at the University of Texas--Pan American (UTPA) recommended adoption of a problem-based learning model for use in the university's stand-alone doctoral program in educational administration. This recommendation came despite some apprehension and confusion among some board members. Subsequent work by the committee produced a plan employing educational labs where problem-based learning could take place. Curriculum and instruction professors preferred an observer role for doctoral students in bilingual-education labs, and some students and faculty were confused about their roles. These concerns persisted despite seemingly successful use of daily feedback, block-time arrangements in classroom scheduling, and constructive discussion among all parties. Many students and faculty did express concern about presenting content under block scheduling. One widely circulated email expressed an expectation that students be actively taught, the need for in-depth instruction in research design and methodology, a desire to receive dissertation-writing skills, apprehension regarding peer evaluation, and clarification about available resources. The dean demanded changes in content and scheduling to better meet the students' needs. Limited positive results arising from the problem-based learning program included such areas as feedback, collaborative networks, leadership teams, two-way bilingual education, action research, readings, portfolios, journal keeping, mental health, classroom structure, and curriculum, content, university relations, public relations, program approval, and conference presentations. Future experimentation and discussion should address problems that merit attention and that build on the established successes of the program. (Contains 14 references.) (TEJ)