This article reports on a small-scale research project (n = 56) that investigated student educational gain. For the purposes of this study, gain is defined as an increase in the score that students obtain for pre/post intervention tests. Students received authentic exposure to the process via a web-delivered problem-based scenario. The students were randomly allocated to case and control groups. No statistically significant differences in educational gain were recorded between the two groups. However, the research highlights the requirement to fully integrate problem-based learning (PBL) work into a curriculum. It also confirms findings from other research that students engage well with PBL and enjoy the learning process using this methodology. (Contains 4 figures and 4 tables.)