This study compared the effectiveness of problem-based learning (PBL) versus lecture-based instruction (LBI) in high school foods and nutrition classes. Two classes were randomly assigned to the PBL group, while the remaining two were assigned to the LBI group. A pretest was administered. During the semester, LBI students received course content primarily through lectures. PBL students received situations or problems and utilized various resources to problem-solve. A posttest was administered. The "t" test for independent samples showed no significant difference in mean gains ("p" = 0.203) on test scores between PBL students and LBI students. (Contains 2 tables.)