In this paper I report on 625 student responses and analyse student perceptions of Problem-Based Learning during their first semester at university. The data I present outlines the scope of the implementation at six entry-level units for the years 2007 to 2009 and is followed by a qualitative analysis of student responses. Eight themes are conceptualised as stretching along a continuum with one end point representing an instrumentalist and superficial response and the opposite end representing a professional and more thoughtful response. Despite some tension, this implementation of Problem-Based Learning into the Science Faculty was, in the main, challenging, time-consuming and rewarding for the majority of students. Two implications for science education evident as a result of this study are that the general student response to change is more positive if they are informed and supported when a different teaching and learning strategy is introduced and that many students require training and support to become self-directed learners. (Contains 7 tables and 1 figure.)