Project-based learning for students at the Open University, Great Britain, was studied through interviewing and the administration of a questionnaire. Group discussion interviews were conducted with approximately 200 students and individual interviews with about 50 part-time tutors who were responsible for the direct face-to-face contact arranged on a local basis. The large amount of time required for projects and particular problems relating to the nature of a project-based learning are discussed. The questionnarie was sent at the end of the course to a sample of students (4,000) on the 20 courses that contained project activities. The questions were designed to investigate the areas highlighted in the interview data. To clarify the interpretation of results, two courses were examined. Students' perceptions of learning outcomes were also studied to determine the effect of the degree of student control in project-based learning. Both the qualitative and quantitative data reveal the educational value of a more student-centered approach to learning through the provision of project work. The weakening of the frame of teacher control does create problems, which are outlined. Project-based learning provides for a diversity of student study strategy to personalize their learning activities. (SW)