As a part of the Ready2Teach teacher education redesign of the Tennessee Board of Regents, Problem-Based Learning (PBL) has been implemented in the Foundations of Education courses of some universities. PBLs require teacher candidates to work in groups to research best practices and strategies that they would use to deal with real-world situations as beginning teachers. This paper describes how a PBL was successfully utilized in a course, as well as guidelines for use, suggestions for implementation, and the challenges of group work. PBLs are presented as a viable method to help teacher candidates develop skills they will need to enter the teaching profession. (Contains 1 table.)