This paper examines similarities and differences in faculty and student perceptions to PBL training. Faculty at a newly formed university participated in a four day PBL [Problem-Based Learning] workshop. A cohort of MSc [Master of Science] Petroleum Engineering students were PBL trained. Results from the pre/post test using a 15 item dichotomous opinionnaire revealed that there was an overall decrease in the number who felt that PBL was inappropriate for some disciplines, sufficient content was not taught and PBL assessment was a complicated activity. Twenty percent of participants felt more confident after training. Training eroded common myths. Students embraced change more easily than faculty. Implications for teaching and learning in the classroom are discussed. Further PBL research may be used to improve teaching and learning in the classroom. (Contains 2 tables.)