Earlier at the ICRES 2022 we discussed readiness of teachers of the Chemistry Faculty of the Karaganda Buketov University for the student-centered learning approach lately implemented at the Kazakhstani universities. In particular, we studied the progress made by academic staff in mastering interactive lecturing, case-study, problem-based learning etc. In this study we focus on project-based learning (PBL) and reveal teachers' perceptions regarding the method benefits and challenges as well as preparedness for learning by doing from students' perspective. Academic staff of four Departments as well as students and Master students admitted in such educational programs as "Chemistry", "Chemistry-Biology" and "Pharmaceutical Manufacturing Engineering" were involved in our study. These educational programs train both future teachers and technologists. It was crucial to analyze how both undergraduates and postgraduates of different training programs evaluate the project method efficiency in mastering knowledge in chemical disciplines. Surveys of educators and learners were conducted. The collected data was processed and analyzed. The research results show that the academic staff and learners of the Faculty of Chemistry understand PBL from both positive and negative perspectives. The findings can be beneficial for teachers and students, as they will help them to reflect on their own practice in this educational strategy. There has been demonstrated the need for further research in this direction to better understand teachers' and learners' demands in order to improve the method application at the universities in Kazakhstan. [For the full proceedings, see ED654100.]