This article describes four different mechanisms for preparing teacher candidates from a liberal arts institution to teach in project based learning (PBL) classrooms: Observe it, Experience it, Create it, and Become it. For each of the four mechanisms, the authors also provide concrete examples of candidates' PBL experiences and candidates' feedback about the process. From observation to mini-teaches in schools to field placements, the authors suggest a variety of methods for engaging both undergraduate and graduate students in learning about PBL instruction. The four-step mechanism could also provide suggestions for how to implement PBL in similar liberal arts institutions.