For several years a number of instructors at the University of Cincinnati have experimented with the concept of problem-based learning (PBL) in their composition courses. The concept, rooted as it is in Socratic method and the hands-on problem-solving advocated by John Dewey, is not new, and though some of its applications may call for adjustments in how instructors conduct classrooms and make assignments, the versatility of the approach can make it effective in even the most traditional of settings. In this informal article, four instructors hope to provide a practical overview of how PBL approaches can work to involve students in "everyday" composition classrooms: (1) The Concept--Ron Hundemer; (2) The Argumentative Problem--Lisa Beckelhimer; (3) The Research Problem--Judy Sharp; and (4) The Literary Problem--Bill Zipfel.