This article focuses on the challenges facing middle level professors who desire to practice what they preach by using an approach to teaching and learning called problem-based learning. Problem-based learning is a means by which prospective middle grades teachers can design interdisciplinary units and gain familiarity with using them in instruction. Furthermore, this article tells the story of how an emergent problem-based learning (PBL) course supported middle school theory, inspired the mining of appropriate quality core curriculum and instruction for young adolescents, and provided a context for using middle school organizational practices. However, teachers were able to garner some feedback on the immediate use of PBL to cover this course's content when compared with the traditional delivery of course content. A synthesis of student sentiment provides some conclusive documentation for reasons to continue to use PBL. Concurrently, teachers willingness to model best practices is a clear demonstration to their students that they are fully committed to preparing teachers in middle school theory and practice, exploring and implementing appropriate curriculum and instruction for young adolescents, and providing a context for the place and purpose of middle school organizational practices. (Contains 1 figure.)