Problem-based learning architecture typically involves a shift in three loci of educational preoccupation, namely (1) content coverage to problem engagement; (2) role of lecturing to role of coaching; and (3) students as passive learners to that of active problem-solvers. The purpose of this paper is to examine the issues of students' experiences pertaining to problems presented to them, the coaching process and the problem-solving process. The students' experiences in problem-based learning curricula are explored using a preliminary survey followed by interviews and case vignettes to capture qualitative information. Whilst problem-based learning is a promising approach to educational innovation, it has been observed that implementation deficiencies can occur in problem design, facilitating processes and student readiness and preparation, resulting in a lack of direction for both students and staff. Insights pertaining to the challenges of problem design, coaching processes and students' experiences in problem solving are deliberated. Implications for PBL practices and future research are discussed.