This qualitative study, investigating the claims, concerns, and issues arising within the design stages of problem-based learning (PBL) curriculum units, was conducted during two masters-level classes during the summer of 1999. A hermeneutic dialectic discourse among veteran teachers (who were novice PBL curriculum designers) was facilitated by the instructor of the course. The 17 participating teachers evinced an interest in implementing problem-based learning but indicated a desire for support during construction of the actual units. The study was undertaken to uncover impediments to quality in the PBL curriculum design process. Findings from the study data include the "quality" criteria incorporated into the rubrics for evaluating each design product (the meet the problem document, a curriculum alignment description, a sample know/need to know board, a sample problem statement, an anticipated problem map, a list of coaching questions, a resource list, a comparison of alternative solutions, a capstone performance description, an assessment instrument for the capstone performance, and a debriefing instrument) and the final Critiquing Guide designed by the stakeholders. Other conclusions within the study include such teacher perceptions as: confidence that teachers who had no previous training in PBL could create quality curriculum units; several design products had overlapping quality criteria; students in the class gained knowledge of rubric design; and these students were able to articulate reasons for implementing rubric design in their own classrooms. (Contains 11 references. Appended are rubrics and the Critiquing Guide.) (BT)