The use of wind energy is now an established fact, and many educational institutions are introducing this topic into their engineering studies. Problem-based learning (PBL), as a student-centered instructional approach, has contributed to important developments in engineering education over the last few years. This paper presents the experience of a problem-based learning approach within the context of teaching wind energy conversion systems for electricity generation at an Electrical and Electronic Master's degree level. Students were given the problem of finding the response of a wind turbine to a grid fault. Groups of three students worked on a cooperative learning project for 15 weeks, with the instructor providing resource assistance and information at all stages of the work. Two tools were designed to help the students: a virtual wind turbine simulator and a real wind turbine setup. Both experimental tools are described, and the results obtained by the students are discussed. The results show that the students valued both tools and were able to address problems at a high cognitive level. (Contains 7 tables and 8 figures.)