The purpose of this research was to examine pedagogical factors that supported graduate-level Instructional Design students in the rapid adoption and integration of technology-based projects in under 7 weeks, previously accomplished in approximately 9-months. Project-Based Learning (PBL) pedagogy was adopted to redesign a course to scaffold and support the students in the achievement of the course learning outcomes. This pedagogy was selected as its emphasis is on ill-defined problems, problem-solving, collaboration, authentic real-life applications, and the creation of an end product (Savery, 2006). In the revised curriculum, students were challenged to learn instructional design methods and simultaneously produce a robust eLearning deliverable that evidenced the very instructional design principles being learned. The technology project was based on a needs assessment survey designed to capture self-reported gaps in the knowledge, skills, and abilities of individuals in the instructional design field. This exploratory case study reports on the design process related to how the course adopted a Project-Based Learning framework, the varied scaffolding strategies employed to reinforce the achievement of learning outcomes, and the instructional design decisions that facilitated and supported the learners in the achievement of technology-based projects in under seven weeks. [For the complete proceedings, see ED626149.]