Purpose: The purpose of this case study was to investigate how project-based learning (PBL) is being practiced in Columbus Signature Academy (CSA), a high school located in Columbus, Indiana, USA. Design/methodology/approach: The authors used the case study method to provide qualitative details about CSA's use of PBL that is being practiced in a natural education setting. Findings: The authors identified six emergent themes (community partners, dedicated facilitators, student group work, authentic projects, school culture, and science, technology, engineering, and mathematics (STEM)-focus) as the essential elements of the high school's PBL use. The authors also evaluated CSA's use of PBL using strengths, weaknesses, opportunities, and threats (SWOT) analysis and generated eight challenges that CSA should tackle to make it more sustainable. Research limitations/implications: This study is contextualized in a high school located in Columbus, Indiana, so the authors cannot generalize the results of this study to other contexts. Practical implications: This study showed that PBL holds outstanding potential to be an innovative approach to teaching and learning, and teacher professional development. Originality/value: Major strengths of CSA's use of PBL come from the integration of the workforce needs of local businesses and the broader educational needs of students. Active involvement of community partners to make a project authentic is an essential element of CSA's PBL that distinguishes it from problem-based learning.