During the COVID-19 pandemic in 2020, students at a land-grant university in the southeast region of the United States transitioned to online learning. After transitioning online, faculty noticed a lack of student engagement in online courses that reduced retention rates and increased failure rates. Although prior research showed the benefits of project-based learning in engaging students enrolled in face-to-face courses, more research is needed to determine the impact project-based activities can have in online writing courses. The purpose of this study was to provide insight on the impact of project-based learning in online technical writing courses. A mixed method approach was used for the study. Study participants completed pre- and post-surveys, and a select group of students participated in interviews about their experiences with project-based learning assignments in an online writing course. The results of the study indicated that project-based learning assignments can have an impact on completion rates, course grades, and participation. The findings revealed that the Chickering and Gamson (1989) framework for best practices was substantiated. Students preferred project-based learning assignments in their online writing courses because they provided real-life experiences, gave them an opportunity to utilize technical writing skills, and built their confidence. The limitations of the study included the number of participants and timeframe of the study. [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.]