Problem-solving is an essential undergraduate learning outcome that also supports students' professional success. The creative problem-solving model (CPS) (Isaksen et al., 2011) facilitates the development of these skills and aligns well with the scope of public relations (PR). The current study investigates student perceptions of an assignment anchored in the CPS model, designed to support their problem-solving skills in a collaborative context. Survey findings of students enrolled in an upper division PR course (N = 42) indicate students enjoyed generating ideas and developing solutions and found these stages also supported their learning the most. However, not all students benefitted similarly from the assignment. There were differences associated with gender and race/ethnicity. Student enjoyment, comfort, and team dynamics were also important predictors of perceived learning. Findings from this study have implications for future research and development of undergraduate learning opportunities.