This paper makes a critical assessment of problem-based learning (PBL) in geography. It assesses what PBL is, in terms of the range of definitions in use and in light of its origins in specific disciplines such as medicine. It considers experiences of PBL from the standpoint of students, instructors and managers (e.g. deans), and asks how well suited this method of learning is for use in geography curricula, courses and assignments. It identifies some "best practices in PBL", as well as some useful sources for those seeking to adopt PBL in geography. It concludes that PBL is not a teaching and learning method to be adopted lightly, and that if the chances of successful implementation are to be maximized, careful attention to course preparation and scenario design is essential. More needs to be known about the circumstances in which applications of PBL have not worked well and also about the nature of the inputs needed from students, teachers and others to reap its benefits. (Contains 3 tables and 2 figures.)