One way of implementing project-based science (PBS) is to use problem-based learning (PBL), in which students formulate their own problems. These problems are often ill-structured, mirroring complex real-life problems where data are often messy and inclusive. In this article, the authors describe how they used PBL in a ninth-grade biology class in Singapore, where the socio-cultural context is different from the United States in some aspects. They discuss the tools, pedagogy, and strategies that they used during a unit on food and nutrition. (Contains 3 figures.)