This hypothesis-generating research study provided insight into the impact of project-based learning on student content knowledge in an undergraduate, teacher preparation, Foundations of Education Course. Two instructors and 44-students participated in this mixed methods study. Data were collected over the course of 14-weeks and consisted of instructor field notes, two student reflective surveys, and a single-point project rubric scored by the instructors; the philosophy of education rubric was also considered, as this end of semester assignment assessed content knowledge. Themes pertaining to pedagogy, learning, and community emerged from data analysis. Once triangulated, data revealed that project-based learning may facilitate a deep understanding of content knowledge, and supportive learning communities may be cultivated through productive academic struggle while engaged in project-based learning experiences.