Purpose: The purpose of this paper is to better understand what helps and hinders the engagement of students in a project-based learning (PjBL) approach as the sole mode of teaching and learning for the entire first year of a Bachelor of Applied Management. Design/methodology/approach: This study takes an action research approach by investigating the perceptions of students of an interdisciplinary PjBL programme, and then taking action and responding to the students. Students were asked to share their experiences through a series of surveys spanning the first two years of the programme's introduction. Findings: Results indicate that there were significant challenges associated with the introduction of a PjBL programme. Students expressed both their positive and negative experiences in relation to working in groups, the way the programme and projects were designed and how the programme was communicated and integrated. The comments and suggestions students made led to a number of recommendations to further improve student engagement and learning outcomes. Research limitations/implications: The research was conducted at a state-funded tertiary provider located in New Zealand and may not necessarily be applied to other geographical regions or cultures. Practical implications: The results and recommendations have value for international education in business providers that are interested to introduce or further develop an interdisciplinary PjBL approach. Social implications: Further understanding of how students may be further engaged has value for a variety of different contexts where engagement and motivation feature as a desired outcome. Originality/value: This research study contributes to the understanding of how PjBL can be implemented to increase student motivation and engagement, and the insights provided practical suggestions for similar programmes of an interdisciplinary nature.