We have already presented our cases in last two weeks. Problem based learning (PBL) use the problem as a vehicle for learning. A faculty becomes a facilitator instead of direct instructor. It is assumed that a faculty provides minimum guidance in PBL. A faculty designs or chooses a problem for the students. After working on designing a problem, I realize how important a faculty’s role in PBL. A faculty not only provides the problem but also models the learning process. H/She may not be an expert in the field but h/she definitely needs to be an expert in learning process. The success of PBL depends on the faculty’s role in the learning process. The role and responsibilities of faculties in PBL need to be flexible. They can decide the degree of directness in the class depending on the education level or the progress made by the students in the process. They can fade their role in guidance if the students develop their problem solving skills. Therefore, PBL needs to be flexibility adapted and its success depends on facilitators’ skills.