This study investigated in-service teachers' learning experiences in a scaffolded project-based learning environment. The participants were fifty-five teachers enrolled in a graduate-level learning-by-doing design course. The participants subsequently responded to a survey on the effects of different modes of scaffolds and were interviewed with regard to the value of the scaffolds. The results revealed that the teachers perceived learning in the scaffolded PjBL environment as a positive experience. Despite initial feelings of confusion, the students were able to take full advantage of the various modes of scaffolds to complete each task and effectively link theory to practice as they worked toward the resolution of problems. Specifically, students reported high value of web resources and social support in enhancing their learning experience, improving their self-learning, and increasing the quality of their interactions with others. Implications for the use of scaffolds in the context of PjBL to improve learning, collaboration, and positive perceptions are discussed.