Problem-Based Learning (PBL) is a pedagogical approach and curriculum design methodology often used in higher education and K-12 settings [Savery, J. R., & Duffy, T. M. (1995)]. In this method, the teacher exposes the students to “challenging, open-ended problems with no one right answer”. Then, students learn through self-directed and active investigation of the possible answers to the problem in small collaborative groups. Several benefits have been mentioned for this style of learning, such as developing critical thinking and creative skills in students and making the knowledge active for students so that they can apply it to other situations. Yet, there are some criticisms as well. Two important criticisms include: 1) students cannot know what are the important points they are really supposed to learn [Boud, D., & Feletti, G. (1997)]. 2) It might not be possible for the teacher to cover all the required materials. On the other hand, the classic teaching style allows for delivering more materials, including the key highlights, but does not foster the skill of critical thinking in students. In this regard, I believe that it does not have to be either entirely classic style or entirely PBL. The better choice is to hit a middle ground such that we can have the advantages of both styles. For example, the teacher can deliver the main points in the class and have exams and homework to make sure students learn the key points. Simultaneously, the students can be given project assignments regarding the application of the materials they have learned. They can also be asked to present the findings of their works on the projects in class. Although this mixed style creates more work for the teacher, it makes it possible to deliver the key materials to the students while simultaneously developing their critical thinking skills.