This article examines how two content courses in the first and second semesters of a master's program were redesigned to promote problem-based learning (PBL). In both cases, the syllabi were revised to emphasize problem-orientation, group work, and exemplarity. The impetus for these changes was a study reform initiated by the department management, which reduced the weight of project work in each semester from 15 to 10 ECTS credits. The article provides an account of the study board's deliberations and analyzes student evaluations of the redesigned courses. Finally, in light of the current pressures on student-driven project work, the article discusses the potential for reinforcing the PBL model through course-level innovations.