The main goals of this study were to look after the technological knowledge construction process by high-school high-achievers, and their ability to design and implement solutions for technological problems. More specifically, we examine the contribution of Project-based-learning (PBL), as pedagogical means for supporting the students' knowledge acquisition and problem-solving process. The findings show a significant increase in formal knowledge as measured by standardized matriculation exams; an expansion in the scope of technological knowledge acquired and implemented, and in the scope of knowledge resources utilized for the projects; a high level of overall performance as regards to the set of design skills studied; a positive change in attitude towards technology and technological studies; the emergence of consistent design styles by individuals and groups along their work in the projects.