The introduction of problem-based learning (PBL) as an innovative strategy is often challenging to both teaching staff and students. This is particularly the case when it is only used on one module within a programme. This case study reports on an evaluation of the experiences of students and staff in the first cohort introduced to problem-based learning in one module of an accelerated taught Masters level programme in occupational therapy. Most students responded positively to the module with an acknowledged development in personal and professional skills, team working skills, knowledge base, independent learning skills and successful completion of the module. For a minority of students, however, this was not the case. This paper identifies strategies for effective introduction of a problem-based learning approach to a single module and considers how the potential negative impact on some learners might be minimised.