While we have known about the benefits of project-based learning for decades, it has been difficult to maintain momentum in learning how to do it well, especially as the policy context in education turned toward high-stakes accountability measures in the early 2000s. Currently, many schools across the country are incorporating project-based approaches, but few have provided a portrait of how to do so in this current context. This is the story of how one sixth grade teacher, Mr. Waspe, successfully developed strategies for conducting an inquiry-based pedagogy called the Project Approach (Katz, Chard, & Kogan, 2014). Mr. Waspe's work revealed several consistent critical considerations that became design features for using the Project Approach--time, choosing a researchable topic, addressing curriculum and standards, assessing student artifacts of learning, appropriate instructional tools, modeling and providing student feedback, and audience. This article provides readers with a list and descriptions of these concrete considerations as well as a descriptive portrait of Mr. Waspe's artful approach to project-based learning.