In recent decades, a movement in mathematics education has emphasized active learning, real-world connections, and conceptual understanding. Despite this, students often struggle to relate mathematical concepts to real-world scenarios, leading to concerns about their ability to apply knowledge outside the classroom. Moreover, national and local mathematics performance trends continue to decline, underscoring the need for educational techniques that prioritize the transfer of knowledge. This dissertation project investigates the effectiveness of project-based learning (PBL) and mathematical discussion in enhancing students' ability to apply mathematical knowledge in real-world contexts. Conducted at The Charter School of Wilmington, the dissertation project utilized pre/post-tests, performance tasks, quizzes, and surveys to assess students' transfer of mathematical knowledge. During this dissertation project, the participant researcher made strategic adjustments to their instructional approach, refining their design of Project-Based Learning activities to incorporate elements of rich inquiry, authenticity, autonomy, meaningful assessment, and craftsmanship, thereby enhancing the educational experience and outcomes for students. Results indicate an improvement in knowledge transfer, highlighting the potential of innovative teaching methods to foster deeper learning and transfer in mathematics education. [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.]