This is a review of the findings of a study investigating the impact of a project-based elementary science curriculum on academic achievement and aspects of social and emotional learning. The study by Michigan State and University of Michigan researchers found that use of the project-based learning (PBL) program, Multiple Literacies in Project-based Learning (ML-PBL), led to gains among third-grade students in science achievement. Students in ML-PBL classrooms outperformed their peers in non-PBL classrooms by 8 percentage points on a summative science assessment. They also grew in areas of self-reflection and collaboration. The results held for all subgroups of students. So, for example, struggling readers in the ML-PBL classrooms outperformed struggling readers using more traditional approaches. ML-PBL includes high-quality professional development, which is necessary for teachers to switch from more traditional forms of instruction to rigorous PBL.