The purpose of this study was to examine problem-based learning (pbl) and how students in the middle grades math and science classroom perceived its effectiveness. Analysis of student perceptions of changes in their learning processes and self-efficacy was analyzed through student interviews. Data identified the components of changes in students' learning processes and self-efficacy, which include self-confidence, group dynamics, and self-motivation. Data revealed that students' perceptions indicated problem-based learning helped them to be more confident in taking control of their learning. Results indicated that problem-based learning enhances group dynamics and its effects on students at-risk. Noting positive changes in their self-confidence, students believed group involvement enabled them to be more successful in understanding their assignments.