Following a brief introduction to problem-based learning (PBL) as one type of highly-engaged pedagogy, this article examines how PBL activities in a first-year writing class and an upper-level professional writing and rhetoric class led students to develop rhetorical subjectivities. We conclude that highly engaged pedagogies, like PBL, that purposively situate students/teacher within indeterminate spaces requiring active reflection and meta-cognition are more likely to forge successful writers, writers who have more experience making a wide range of rhetorical choices, have a better sense of writing as contextualized praxis, and know to expect and value the collaborative nature of writing. (Contains 3 notes.)