The present questionnaire-based study was conducted in 2010 in order to examine 677 Greek Second Chance School (SCS) students' perceptions about the cognitive and socio-affective outcomes of project-based learning. Data elaboration, statistical and factor analysis showed that the participants found that project-based learning offered a second chance to develop various cognitive skills regarded as professional qualities facilitating their re-integration in society. It also showed that socio-affective skills are developed during project-based learning. The successful acquisition of skills such as persistence, willingness, cooperativeness, creativity and initiative, according to the present work, depends on and is linked to each learner's personal experiences, traits, needs, interests and objectives which during project-based learning are engaged but subordinated to social, cooperative objectives and expectations. Project-based learning provided in SCSs is, therefore, considered to be a powerful means in fighting social marginalization, stigmatization and labelling of school dropouts.