The struggles new teachers face represent not only the gap between theories and reality, but also the psychological transition from the role of student to teacher. This transition process is often overwhelming and frustrating for most new teachers. Traditional instructional methods have seemed to fail to prepare them for the real-world classrooms. In this study, we explored the effects of problem-based learning (PBL) on preservice teachers' development of the key abilities and dispositions that are vital to their success in their teaching profession. The results of the study showed that the students' perceptions toward PBL were highly positive. PBL provided a learning environment where the students could engage in and experience authentic tasks in professional teaching settings, and in turn, PBL helped the teacher education students develop resilient dispositions and problem-solving skills. (Contains 2 tables and 1 figure.)