The purpose of this study was to investigate college students' perceptions of learning and knowledge transfer in problem-based video instruction. To achieve this purpose, this study compared students' interview data of learning and knowledge transfer in problem-based video instruction (PBVI) that was produced for an undergraduate course of the special education field with those in two other kinds of instruction: (a) problem-based text instruction (PBTI) and (b) problem-based video instruction without group discussion (PBVI w/o GD) by using the constant comparison method. This study implies that the use of video in problem based instruction can positively affect college students' perceptions of learning and knowledge transfer and that group discussion should be carefully structured in order to improve its effectiveness in problem-based instruction.