The problem in this study was that despite encouragement from administrators, kindergarten through Grade 8 teachers struggled to use project-based learning (PBL) in a local school in the Association of Independent Maryland and DC Schools (AIMS). Rooted in Kilpatrick's progressive philosophy of education and Piaget's theory of constructivism, this basic qualitative study was focused on teachers' experiences using PBL. Research questions in this study related to teachers' experiences using PBL in private classrooms in kindergarten through Grade 8 and challenges that influence teacher use of PBL in private classrooms. Data were gathered through semistructured interviews with 10 teachers. Results of this study indicated participants believed PBL was an effective pathway to learning for all students, and they would like to use PBL more often in the classroom. The most mentioned obstacle to PBL was time. Participants also described full schedules along with a supportive administration whose drive to implement PBL school-wide waxed and waned. In conclusion, participants were supportive of PBL but lacked the time to use it because of the depth and pace of curriculum scope and sequence. This study may positively contribute to social change because students and teachers benefit from successes of providing nontraditional pathways to academic achievement and overall student success through PBL. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]