In this article we discuss the contemporary conditions for running the Aalborg Problem Based Learning-model (PBL). We try to pinpoint key characteristics of these conditions emphasising Lyotard's conception of knowledge production referred to as the move towards a postmodern condition for knowledge. Through discussions of this alleged condition for university curricula development we investigate its connections to the PBL-model. Some of the explored conditions highlight strong potentials for the PBL-model as an educational setting.