The author examines using problem-based learning (PBL) to guide preservice teachers' problem-solving abilities. Two classes of preservice teachers were divided into either an experimental group, who were taught to solve classroom problems using PBL, or a control group, who used traditional teaching methods such as discussion and videoclips of classroom situations for solving problems. The dependent measure was participants' analyses of problem cases. She found the PBL participants to be more capable of using concepts and principles to support their solutions, more critical of their solutions, and more able to generate feasible solutions than those in the control group. The challenges she encountered with PBL and recommendations for overcoming them in future studies are also discussed. (Contains 1 table.)