World regional geography textbooks rarely focus on the process of region formation, despite frequent calls to reincorporate a regional approach to teaching global geography. An instructional strategy using problem-based learning in a small honors section of a large world regional geography course is described. Using a hypothetical scenario reorganizing the US State Department's metaregional structure, students conducted group research and presentations on the geopolitical consequences of allocating states to a metaregion. Results indicated that honors students acquired as much content knowledge as those in the regular lecture section and significantly greater awareness about the implications of metaregional membership.