Problem-based learning (PBL) offers students the opportunity to apply the appropriate knowledge to a well-defined problem, allowing students to apply academic problem-solving skills to their own real-life problems. This paper describes outcomes of a PBL program that was used as a tool for school improvement in three South Carolina schools--one high school and two middle schools. Teachers at the three schools reported that students lacked adequate social skills to process group work effectively and efficiently. Students were distrustful of each other and often would not cooperate with group members. Teachers felt constrained by the school schedule and time needed to conduct PBL. A conclusion is that PBL is not a cure-all school-improvement strategy; however, it permits flexibility, encourages communication and mutual respect, and showcases students' talents. Two figures and two tables are included. Appendices contain a summary of Getzel's (1979) three problem types, a matrix of change-process levels, and a copy of the PBL evaluation form. (LMI)