This longitudinal study focused on how project-based instruction (PBI) influenced secondary social studies students' academic achievement and promoted College and Career Readiness (CCR). We explored and compared student achievement in a PBI high school versus a traditional instruction high school within the same rural school district. While previous literature indicated that PBI involved more preparation time and a steeper learning curve for both teachers and students, we found that in high school social studies, students' achievement gains actualized within one year. PBI students outperformed peers who learned from a traditional curriculum in both social studies achievement and CCR preparedness.