Learning is most effective when accompanied by doing. If someone desires to become a baseball player, being told how to play the game, watching others play and even understanding the rules of the game are mostly ineffective if the individual never "swings the bat". This paper outlines the implementation of this method (swinging the bat) in Computer Science courses being taught at Indiana University Purdue University Indianapolis (IUPUI). Previously lecture-based courses were vastly improved by introducing real-world industry projects that allowed students to fully engage in the learning process. Partnering students with non-profit, educational and civic entities requiring professional deliverables mimics real-world business scenarios that require real-world professionalism. Typical industry projects encompass a wide array of skill sets, everything from time management and team collaboration to oral and presentation skills as well as the technology and processes required. While the success of these project-based courses has been overwhelming, this type of teaching pedagogy is not void of pitfalls and challenges. While outlining the process implemented in structuring these Computer Science courses to be project-based, this paper also addresses the challenges to be considered when choosing to adopt this teaching methodology. [For the complete proceedings, see ED557181.]