This study examined the effectiveness of problem-based learning (PBL) in a foundational teacher education course at Alabama's Samford University. It measured students' attitudes within the university and in the teacher education course. All undergraduate students were asked to complete a "Student Attitude and Activities Assessment Survey" at the beginning and end of the fall semester. At the end of the semester, the second instrument they completed added five questions to the end of course evaluations. The instruments were designed to examine changes in students' attitudes during the semester and differences between students in courses with PBL strategies and in traditional courses. Results indicated that there were few significant differences between responses from students in PBL courses and from students in non-PBL courses. Students in the foundations course noted difficulties with using PBL strategies effectively in large classes. The faculty found the course frustrating yet invigorating because PBL strategies challenged students' thinking and problem-solving skills. Overall, the results showed that PBL could be used effectively with a large class of undergraduates to make information come alive and have meaning beyond the textbook. (Contains 15 references.) (SM)