Teaching geographic information systems (GIS) requires linking concepts with technical skills, which can be challenging, especially in standard lecture and laboratory-format courses. This paper reports on an introductory undergraduate GIS course that incorporated a community-driven problem-based learning exercise as a major component of the course. Analysis of student performance and course evaluations indicates that the exercise was effective in aiding student learning of GIS, while also teaching research and other professional development skills, and providing insight into an important social issue within their community. Benefits and cautions are discussed from the perspective of students, instructor, university and local community. (Contains 7 tables and 3 notes.)