Many studies support the fact that students participating in projectbased learning experiences show significantly higher learning gains than traditional instructional methods (Frank and Barzilai, 2006). Stephen Portz believes many educators recognize this, but because TPBL is fraught with so many challenges, many teachers avoid it or use it only occasionally. Some of the challenges with TPBL are: working with students of different motivation levels; teaching students to manage their time effectively; monitoring on-task behavior; and differentiated grading when there are varying degrees of student participation and effort. This article will address each of these concerns with strategies designed to offset their effects. The desired outcome is to make Team Project-Based Learning easier to manage and to elevate to the level of prominence that it should have in more classrooms.