The primary purpose of this study is to examine Kirschner, Sweller, and Clark's (2006) argument against problem-based learning (PBL) by analyzing research used to support their stance. The secondary purpose is to develop a definition of PBL that helps practitioners use this technique. Seven studies were analyzed to determine whether the PBL instruction included three key components: an appropriate level of guidance, a well-constructed problem, and an appropriate amount of debate and discussion. Upon analysis, these articles do not support Kirschner et al.'s claim. Results also showed that all of the three key components are necessary for quality PBL instruction.