Conflicting research results have stirred controversy over the effectiveness of problem-based learning (PBL) compared to direct instruction at fostering content learning, particularly for novices. We addressed this by investigating effectiveness with respect to recognition learning and transfer and conducting an aptitude-treatment interaction analysis. We also examined how students' goal orientations may moderate learning in PBL and lecture/discussion environments. Participants included 197 preservice teachers in an undergraduate educational psychology course. Controlling for GPA, students in the PBL condition performed significantly better than students in the lecture/discussion condition on a transfer measure (p < 0.001, partial ?[superscript 2] = 0.271) and equally on a recognition learning measure (p = 0.530). We also found an aptitude-treatment interaction for recognition learning (p = 0.012, partial ?[superscript 2] = 0.034) but not transfer (p = 0.088). Results of goal orientation on learning outcomes were inconclusive.