Danish PBL-based higher education institutions espouse the qualities of problem-based projects but actual practice shows a somewhat different picture. The predominant use of project catalogues and the formal requirements imposed by accreditation inhibit central intentions behind problem-based project work and there is now a danger of employing the PBL format, i.e. the elements of project elements in a routine-wise fashion rather than as essential enhancers of knowledge construction. In this paper we identify and analyze problems of routinisation of project work based on students' and supervisor's perceptions of project work; this is done in the context of undergraduate degree programmes in the Department of Computer Science at Aalborg University. We address/identify the need for a further discussion of the conflict between the espoused ideals of PBL and the actual practice at PBL-based higher education. Our findings also point towards the need for practice based on action research into new ways of structuring problem-based project work in different settings. In particular, much greater attention should be devoted to the practice of semester coordination.