Designing problem-based learning (PBL), especially blended PBL, is very different from designing traditional teacher-centered instruction and requires a new set of knowledge, skills, and attitudes. To be successful, teachers must step out of their comfort zone, adopt new roles and responsibilities, and develop new knowledge and skills required in PBL environments as well as technology integration skills. The purpose of this study was threefold: (a) to examine the difficulties and challenges that PBL novices faced as they designed their first blended PBL in an online environment, (b) to explore effective strategies for supporting PBL novices in the design process, and (c) to examine the impact of PBL design experience on PBL novices' perceptions of PBL. The researcher collected qualitative data from multiple sources, including an online survey, initial design documents, feedback meeting notes, revised design documents, and reflection papers. The findings of this study provide practical insights into how to support PBL novices in designing blended PBL. The implications for teacher professional development, especially online professional development, and suggestions for future research are discussed. (Contains 1 table.)