This study evaluated the effects of problem-based learning (PBL) in social work education. The participants were 132 second-year social work students who took the core courses of Social Work Theory and Practice and Skills Laboratory in the PBL mode. A 40-item scale was used to measure the students' perceptions of their social work knowledge, skills, and values, Biggs's Study Process Questionnaire and Revised Study Process Questionnaire were employed to examine their learning approaches. The results indicated positive learning outcomes, with the most significant gains occurring in knowledge and lesser gains being made in skills and values. The findings suggest that students with deep learning motives and approaches reap the most benefit from PBL. (Contains 1 figure and 8 tables.)