This article examines the viability of Problem Based Learning (PBL) in the training of teachers for the public schools. The shortcomings of traditional training and induction methods in preparing professional educators for the demands of the 21st Century schools is considered and the applicability of PBL in addressing these shortcomings is considered. A model and a template for implementing PBL in Teacher education coursework is provided and outcomes from previous implementation attempts are described. (Contains 2 figures.)