This study explores the project-based learning (PjbL) of middle school teachers by examining their instructional context and the project design and management strategies they used to implement PjbL. The significance of this study is to provide middle school teachers with greater perception, insight, and strategies about how the quality of their PjbL practice can be calibrated and improved. A purposeful sample of five middle school teachers across English Language Arts (ELA), mathematics, and career and technical education (CTE) courses participated. The research questions guiding this study were: Research Question 1. What are the contextual factors under which middle school teachers implement PjbL? Research Question 2. What design and management strategies do middle school teachers use to implement PjbL? The project design elements and teaching practices listed in the Gold Standard Project-based Learning model were used to describe each case. Evidence shows that all the elements and teaching practices listed in the Gold Standard Project-based Learning model appeared to some degree in each case. Three context-specific themes: curriculum, pedagogy, and structural, were also identified. Findings from this study contribute to the ongoing discussion of effective PjbL practice, illustrate the complexities of designing and managing PjbL, and can be used to inform future research of PjbL. [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.]