The Department of Environmental Science at the University of Southern Maine implemented a problem-based, cohort-learning curriculum for undergraduate environmental science majors. The curriculum was based on a five-course sequence patterned after the outline of a scientific paper. Under faculty guidance, students select local environmental problems to study throughout the course sequence. Results indicate the problem-based approach has met project objectives. Demographics of student population have prevented the cohort-learning component from meeting original objectives, but curriculum modifications have been made and alternative learning communities are being created. (Contains 2 figures and 1 table.)