This paper investigates the effects of project-based teaching on students' learning. The aim of this study is to examine if incorporating mini projects in mathematics teaching can enhance students' understanding of mathematics and stimulate students' interest in mathematics. To achieve the research purpose, three pairs (or six sets) of data were collected from two different courses, each pair (or two sets) of data consists of two groups of students where one group received project-based instruction and the other group did not. For each pair (or two sets) of data, an independent unpaired t-test was conducted using SPSS (Statistical Package for the Social Sciences) to obtain the findings. A significant difference was found. The results show that project-based teaching with appropriate technology stimulated students' interest in mathematics, enhanced students' desire to discover and solve mathematics problems, increased students' confidence in mathematics, and enhance students' soft skills, including communication, teamwork, and problem solving. Thus, the project-based teaching approach is highly recommended for educational use by students and should be encouraged in universities. [For the full proceedings, see ED656038.]