The typical middle school in the United States is designed for superficial learning rather than deeper learning, compliance rather than engagement. This study sought to understand and develop problem-based learning (PBL), student choice, and community partnerships to increase deeper learning. Participants and data collected in Cycle 1 consisted of teachers and community partners who offered insight on the implementation of a three-week PBL unit. Action step activities were designed, implemented, and evaluated in Cycle 2 to provide understanding and support for implementing PBL, student choice, and community partnerships in a middle school. The PBL instructional framework was delivered to a semester-long Leadership class of seventh and eighth graders at a public middle school. Students chose and worked to solve problems that interested them from a pool of problems provided by community partners. Evaluating the results of the action research study included interviews with the teacher, community partners, and student focus groups. Student work and observation fieldnotes provided critical data that assisted in the evaluation process. The study concluded that PBL, student choice, and community partnerships can promote deeper learning and engagement at the middle school level. Implications for middle schools include an innovative pedagogical strategy to increase engagement and deeper learning and an implementation plan. [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.]