This paper looks at some of the commonly experienced challenges and rewards reported by teachers who have reflected in writing on their first experiences with the Project Approach. The work of two groups of teachers is reported here. One group consisted of 12 teachers in Texas, who implemented the Project Approach in their classrooms following a one-day workshop. The workshop took place at the beginning of the school year and was organized by the school district for all elementary school teachers. The second group consisted of 9 teachers in Canada who were teacher-members of a graduate course on the Project Approach. From the different stories emerged some interesting issues for teacher educators to consider as they help teachers in the early stages of adopting the Project Approach in their classrooms. Some teachers found that their current practice and educational philosophy allowed them to take to project work with ease and enthusiasm. Other teachers who were keen to adapt their teaching to include projects had difficulty making the considerable adjustments they found were necessary to make child choice and decision making a part of regular classroom practice. (Author/HTH)