Problem-based learning (PBL) is a pedagogical technique recommended for K-12 mathematics classrooms. However, the mathematics courses in future teachers' degree programs are often lecture based. Students typically learn about problem-based learning in theory, but rarely get to experience it first-hand in their mathematics courses. The premise for trying an entirely problem-based approach to a capstone course for pre-service secondary mathematics teachers was simple: If the expectations of pre-service mathematics teachers is to engage their own students in the Common Core State Standards Mathematical Practices, then such classroom practice should be modeled in their undergraduate mathematics instruction. The Park City Mathematics Institute has developed several sets of problem-based materials around coherent mathematical themes, for use in 3-week intensive summer in-service workshops, which provide a great resource for pre-service mathematics courses. These materials were implemented with the single overarching goal in mind: To better equip pre-service teachers to use PBL by having them experience PBL for themselves. This article describes the results from both the students' and the instructor's perspectives and assesses how well the goal was achieved.