Undergraduate psychology majors (N = 51) at a mid-sized private university took a statistics examination on the first day of the research methods course, a course for which a grade of "C" or higher in statistics is a prerequisite. Students who had taken a problem-based learning (PBL) section of the statistics course (n = 15) were compared to those who had taken a traditional format section of the same course (n = 36). PBL students earned higher scores on the examination, taken several weeks after the statistics course had ended, than did students from traditional format courses. (Contains 2 tables.)