Project-based and problem-based learning are instructional methods that are being used to promote active and authentic learning. A graduate education course was first implemented using a project-based approach. The second time the course was offered, problem-based learning (PBL) using the Barrows (1988) tutorial process was used. The participants were graduate education students enrolled in an elective course. This paper analyzes the two offerings of the course to compare the differences between the two learning methods. Research questions focus on: student outcomes--knowledge, skills, process, and attitude; classroom strategies and interactions; types of objectives supported; student collaboration; use of technology; and issues that arise when using the methodologies in graduate courses. The study provides data which supports the use of problem-based learning in the higher education classroom. The study also provides factors to consider when designing active learning environments by comparing the different types of objectives that are best met by either problem-based learning or project-based learning. (SWC)