The goal of the study is to overcome two main drawbacks of traditional science, technology, engineering, and math (STEM) pedagogical strategies using PBL - lack of student engagement and students who are not prepared for more complex problems. PBL teaching strategies practiced in an introductory class are assessed. Classroom observations and student surveys are used to determine at what level does the PBL affect students' problem-solving skills. For the first half of the semester of the course, traditional lectures were used, during the second half, students are divided into experimental (PBL strategy) and control groups. The results of the survey and student grades are analyzed to determine a statistically significant difference between pre/post-study results. From the students' perspective, there is a significant mean difference between their confidence level in solving problems before and after using PBL and the students earned higher grades compared to the students in the control group.