Both the College, Career, and Civic Life (C3) Framework and Problem Based Learning (PBL) pedagogy encourage the use of compelling and supporting questions as a central element of the teaching and learning process. Some researchers, however, assert that the ideals of constructivist PBL may fall short of intended outcomes by leaving too much at the discretion of novice learners. It is suggested that leaving students to "self direct" their own learning can result in inaccurate assumptions, misconceptions, and "moving in wrong directions." Researchers have concluded that teacher involvement and guidance is needed for optimal learning. How do elementary school teachers plan, organize, and facilitate for effective learning experiences using PBL? How can social studies content be integrated within PBL to support meaningful and powerful teaching and learning experiences? What are the challenges that emerge as teachers engage in this complex interplay of integrating curriculum across content areas with goals of higher level thinking and problem solving as outcomes? Can students show growth on standardized assessments in reading, math, and science as they also develop historical thinking skills? This article addresses these questions, and may raise additional ones, as one innovative teacher shares her lived experience of implementing PBL in an elementary school classroom.