Project-Based Learning (PBL) serves as an instructional approach to classroom teaching and learning that is designed to engage students in the investigation of real-world problems to create meaningful and relevant educational experiences. The causal-comparative study compared 7th and 8th students who had utilized the PBL with a comparison group in which PBL was nonexistent. Using outcome measures of academic achievement in mathematics and reading, multivariate and univariate analyses of the data showed that the PBL groups performed at a higher achievement level than did the non-PBL students. Theoretical and practical implications are discussed.