Problem-based learning (PBL) as a professional development model is an authentic means of stimulating reflective, insightful, professional growth. This paper describes a conference session that modeled the PBL professional development model as participants engaged in an actual PBL and created their own PBL professional development model. The session helped participants: understand PBL, engage in an actual PBL activity, gather research supporting PBL, discuss the relativity of PBL as an instructional strategy in the classroom versus a professional development model, examine practical strategies relative to PBL implementation, and create ideas for PBL professional development modules. Guiding questions for developing findings on PBL as an alternative professional development model included: What is PBL? What are its advantages and disadvantages in professional development? and How could a PBL model be utilized in one's own district? Reflective post-session questions focused on: what the PBL experience was like for participants as learners; what learners might take from the experience; what personal issues participants grappled with when thinking about designing PBL modules; the facilitator's role in PBL experiences; pros and cons of using PBL as a professional development model; and what participants learned about themselves as learners/professional development providers. (Contains 20 references.) (SM)