At its core, project-based learning is based on the idea that real-life problems capture student interest, provoke critical thinking, and develop skills as they engage in and complete complex undertakings that typically result in a realistic product, event, or presentation to an audience. This article offers a starting point for music teachers who might be interested in using project-based learning as a teaching strategy and also interested in "building" student competency and "bringing to life" student engagement in the music curriculum. To help music educators enact project-based learning in their classes and ensembles, we outline a process for designing and facilitating projects, provide vignettes that situate theory in practice, and discuss projects in relation to curriculum, standards, assessment, and teacher evaluation.