The purpose of the study was to gain an understanding of how novice science teachers transferred the inclusion of the Project-Based Instruction (PBI) pedagogy learned during an undergraduate course on PBI to teaching in the high school science classroom. PBI units in science courses are framed by a driving question, which students answer through a scaffolded project. Students learn through authentic scientific practices such as student research, modeling, applying knowledge, student-designed artifacts of learning, and presentations. This study examined the practice of teachers who earned a bachelor's degree in a science with a minor in secondary science education through the UTeach program. Utilizing a case study approach, three teachers from three high schools participated. The schools were varied, one urban, one suburban, and one suburban/rural. Data collection focused on how, why, and to what extent the teachers used PBI or its components. Five types of data (a questionnaire, interviews, observations, visual data, and artifacts) were gathered to enable the collection of data from multiple perspectives. Analysis of the data were grounded with semi-emergent coding. The six findings of this study led to three emergent themes: PBI is overwhelming to novice teachers, misconceptions about PBI can derail a teacher's desire to implement this approach, and teachers need support transferring PBI from course to practice. The study revealed that the participants shared commonalities in what hindered or supported them as they considered implementation of PBI. Lack of agency due to difficulties acquiring resources, lack of professional development, and insufficient access to student computers led all three teachers, to varying degrees, to feel insufficiently supported when attempting to create and implement a PBI unit. Misconceptions about components of PBI compounded this lack of agency. A growing interest in learning experiences that develop both 21 st century skills and authentic scientific practices has led to a renewed focus on PBI. University courses and professional development have been created to teach preservice and in-service teachers about PBI. Research has shown that teachers have difficulty transferring what they learn in coursework and professional development to the classroom if there are not administrative supports. Results of this study reaffirm the difficulties that teachers encounter with transferability within the context of PBI. This study contends that novice teachers need additional training in the components and application of PBI. Additionally, the evidence presented in this study demonstrates the important role that administrative supports and hindrances play in a teacher's agency and ability to pursue incorporation of PBI. Thereby, this study makes the case for the need of increased coursework and professional development on transferring the ability to implement PBI from course to classroom and on approaches for interacting with school administrations, in order to further empower teachers in the pursuit of PBI implementation. [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.]