Innovative technologies are being created, and individuals and companies are embracing and using emerging technology to customize all aspects of their lives and businesses, including learning spaces. Today's learners demand authentic, meaningful learning experiences in real-world settings (Cook & Artino, 2016; Garcia-Cabrero et al., 2018; Martinek et al., 2016; Schwahn & McGarvey, 2012). This dissertation addresses the question of how personalized, problem-based learning effects the motivation and engagement of learners in grades 5-12. This dissertation conducts a qualitative case study of the implementation of online problem-based learning experiences with learners with six teachers and 38 learners to explore the affects on motivation and engagement. The study collected data through interviews, open-ended surveys, lesson observations, and lesson artifacts. The study found that teachers perceived the learners were more engaged with this instructional strategies and learners surveys confirmed that engagement and motivation was increased with the real-world and personalized nature of the problem-based learning experience. [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.]