The project-based learning (PBL) paradigm is one of the most valuable student-centered approaches. In the PBL framework, novices actively participate directly in teaching and learning processes and interact with erudition areas. The setting for this qualitative study is an inner-city Title One school located in Columbia, South Carolina. The eleven (11) question survey was designed for teachers and administrators who were implementing or had some knowledge of implementing the PBL process. The qualitative case study employed standardized interviews to obtain appropriate data from the selected respondents and, thus, examine the effects of PBL on lower-achievement novices in reading. During the interview study, participants were asked to discuss their perception of project-based learning's impact on lower achieving reading students. The responses yielded the fact that 100% of participants believed that PBL would positively impact students' achievement if implemented with fidelity. 50% stated that teachers needed more training, while the other 50% felt they did not need any further training. There are implications of this qualitative study. The study focused on how implementing project-based learning can improve the performance of low-achieving reading students. The study further delved into how utilizing hands-on activities, collaboration, and engagement can improve critical thinking and allow students to take ownership of their learning, resulting in them becoming better readers and critical thinkers. [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.]