The study presents and applies the 4MAT theoretical framework to educational planning to transform a biostatistics course into a problem-based learning experience. Using a four-question approach, described are specific activities/materials utilized at both the class and course levels. Two web-based instruments collected data regarding student satisfaction with the course and perception of the field of biostatistics (Attitudes Toward Statistics Survey). Student satisfaction and perception increased significantly following implementation of the new curriculum as compared to previous ratings. The results indicated that students felt more strongly that the seminars were well-organized, encouraged participation/discussion and integrated concepts across the curriculum. Additionally, recommendations for implementation are provided regarding problem-based learning techniques and the adaptation of our approach to more general settings are addressed. (Contains 2 figures and 2 tables.)