This article describes my efforts to improve student skills in solving unstructured problems in a junior-level undergraduate business course by employing a problem-based learning (PBL) design. A rationale for adopting a PBL approach for this course is articulated. A 7-step problem-solving model is then presented. The course's design is described, including its learning outcomes, PBL projects, associated learning activities, and methods of assessing learning. Finally, student reactions and evidence of learning are discussed. The article concludes by raising a related issue: If graduates possess skills in solving unstructured problems, will businesses be receptive to their use? (Contains 1 table, 1 figure, and 1 note.)