Engineering educators are being challenged to create learning environments that not only teach technical skills, but also foster higher-order thinking skills and instill professional attributes. Problem-based learning has been proposed as an effective method to prepare our future engineers. However, pedagogical innovations, like PBL, disrupt comfortable routines for both educators and students. Furthermore, engineering educators operate within the larger systems in which their classrooms are embedded, which can facilitate or hinder their initial intentions, as these larger systems can present their own set of tensions. In this chapter, we examine tensions and drivers associated with implementing PBL in engineering education and offer suggestions for aligning the two. [For the complete volume, "Educational Media and Technology Yearbook, Volume 38," see ED594486.]