This article describes a case study of an approach to medical education known as problem-based learning, or PBL, which has been applied to the teaching of a course in biomedical English. It is suggested that the course fulfills the traditional requirements of an EAP course in tertiary education, but also satisfies the requirements of PBL in being a problem-oriented, group-based, student-centred approach which builds on the interests of the students. Characteristics and advantages of the approach are described. It is proposed that such an approach can not only teach the kinds of processes that are traditionally taught in EAP, but also go further than this by fostering the kinds of learning and study skills that PBL develops.