The purpose of this basic qualitative study is to examine the perceptions of Language 2 (L2) learners about project-based learning (PBL) at a Midwestern high school to acquire their mathematical concepts in English. L2 learners' insights using a PBL environment to construct their skills for college readiness, higher order thinking, autonomy, problem-solving skills, second language acquisition, and lifelong learning skills are the aim of this study. Twelve L2 learners enrolled in an Integrated Math I class at a rural high school were interviewed for the study. The literature review emphasized the effect of a PBL in education in math and in the process of the acquisition of a language. The social constructivism theory served as the framework concept of this inquiry. Qualitative data were collected through semi-structured interviews, e-journals, memos, and assessments that enriched the understanding of 12 L2 learners' perspectives on a PBL environment in math classes. This study suggested that future research should be based on theory of L2 learners' perspectives and teachers should employ formal PBL environments and instruction in math classes. [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.]