Problem-based learning (PBL) is an instructional approach that provides learners with opportunities to identify solutions to ill-structured, real-world problems. Previous research provides evidence to support claims about the positive effects of PBL on cognitive skill development and knowledge retention. This study contributes to existing literature by exploring the influence of PBL on affective skill development: tolerance for ambiguity, problem-focused coping, and emotion-focused coping. Using a pre-test/post-test research design with students enrolled in introductory business courses, the results suggest PBL has a positive impact on students' perceptions of their ability to use emotion-focused coping, no influence on problem-focused coping, and a negative influence on tolerance for ambiguity. The results also suggest the effects of PBL on students' perceptions of skill development are moderated by team cohesion. This study highlights select benefits and limitations of PBL, and provides a cautionary note to instructors about the important role of team cohesion in the educational experience.