The purpose of this qualitative study was to gather data on the scaffolding a facilitator developed and used for learners during a Problem-Based Learning (PBL) setting. The study explored how the learners developed their ability to share their understanding and current knowledge by solving the presented real-world problem through investigation with other learners. The study also explored the learners' ability to identify and share their growth and/or their questions about the changes. Opportunities for elementary aged learners learning how to develop and use scaffolding are beneficial. The learners become aware of the need to understand their responsibilities as 21st century citizens and to explore and resolve real-world problems. The adult was the classroom facilitator and the learners were her third and fourth graders. This study is based on constructivism and the work of Dewey, Piaget, and Vygotsky who explored how the learners grow and deepen their understanding of how they think and communication and how to respond to real-world problems. Other researchers worked to develop the term scaffolding and identified that scaffolding supported the learners' ability to grow and deepen knowledge and understanding. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]