This article presents an overview of problem-based learning and demonstrates how to apply this approach in a course designed to teach students about privilege and oppression. The authors illustrate how to facilitate students' resolution of a complex problem that requires examination of underlying assumptions about how privilege and oppression are manifested in social institutions. Various problem examples are provided in addition to illustrations of the problem-based learning process, the role of students, and the responsibilities of the instructor. The authors conclude with a discussion of the contributions and limitations of this teaching approach.