Problem-based learning (PBL) is a pedagogical approach in which students encounter a problem and systematically set about finding ways to understand the problem through dialogue and research. PBL is an active process where students take responsibility for their learning by asking their own questions about the problem and in this paper we explore the potential of PBL as a "location of possibility" (hooks, 1994, p. 207) for an engaged, dialogic, reflective and critical classroom. Our discussion centres on a course called ABTS2010 "Aboriginal Women", taught by the Aboriginal and Torres Strait Islander Studies Unit at the University of Queensland where PBL is used frequently, and a specific PBL package entitled "Kina v R" aimed at exploring social and legal justice issues for Indigenous Australian women. From both a historical and contemporary perspective, we consider the types of understandings made possible about justice for Aboriginal and Torres Strait Islander women for students in the course through the use of a PBL approach.