This research investigates students' perspectives on the integration of project-based learning into a flipped critical listening course. Twenty-eight students were involved in this study. They were the fifth-semester undergraduate students from a public university in Central Java, Indonesia, taking a critical listening course. This study used mixed-method analysis and the data collection instruments were online questionnaires and interviews. The findings of this study show that the students' attitudes in implementing project-based learning and flipped classrooms were positive even though they also reported some challenges. This finding implies that higher education institutions need to better promote project-based learning as it has positive impacts on EFL undergraduate students. Future studies should take a consideration of a more longitudinal research-based approach, such as ethnographic based or participatory classroom action research. The focus is to look at the classroom dynamics and factors that affect students' success and failure to complete the designed projects with result-based parameters.