This paper proposes an alternative approach to the traditional education paradigm that has prepared students for the old health care environment. In a changing health care environment, problem based learning (PBL) is achieving popularity primarily because educational outcomes parallel the skills and abilities desired of future clinicians and administrators. It is proposed that PBL strategies be woven into a core curriculum to meet accreditation criteria and simultaneously increase students' self-directed learning. The PBL model, such as that adopted by the graduate program in health administration at the University of Scranton (Pennsylvania), is an androgogical model that uses an understanding of the characteristics of the learner to: (1) construct opportunities for interactive and cooperative learning; (2) develop specific skills and competencies; and (3) create a realistic context within which new skills and abilities can be developed, implemented, reinforced, and refined. An action-oriented approach with feedback and greater student involvement leads to a self-directed program. This focus on the learner enables faculty, with a well designed curriculum, to foster life long learning and self-development while preparing students for a changing environment. (JLS)