Research on how the brain works has resulted in wider-scale adoption of the principles of problem-based learning (PBL) in many areas of education, including technology education. The PBL approach is attractive to curriculum developers because it is based on interdisciplinary learning, results in multiple outcomes, is integrated and competency-based, and emphasizes metacognitive or higher-order skills and real-life perspectives. The educational objectives of PBL are as follows: (1) develop a systematic approach to solving real-life problems using higher-order skills; (2) acquire an extensive integrated knowledge base that can be recalled and flexibly applied to other situations; (3) develop effective self-directed learning skills; (4) develop the attitudes and skills necessary for effective teamwork with others on a task or problem; (5) acquire a lifelong habit of approaching problems with initiative and diligence and a drive to acquire the knowledge and skills needed for an effective resolution; and (6) develop habits of self-reflection and self-appraisal. A model of PBL has been proposed that includes a nine-step self-directed procedure for approaching a problem, a resource critique, reassessment of the problem, summary and integration of what has been learned, and evaluation. PBL can be used in areas of technology education such as communication, manufacturing, transportation, and construction. (MN)