This study explored students' experiences in online learning using a project-based learning. The exploratory approach was used with postmortem methods, self-assessment, and questionnaires to identify the factors that affect student Learning Orientation and Engagement in project-based learning (PjBL) during the COVID-19 pandemic. The reflection was able to explore positive and negative experiences, as well as the problems the students faced during online learning, particularly in the aspects of teaching. The study population was enrolled in an Economic Education Program that ran from January to June 2021, and consisted of 15 participants. Three core subjects were selected as the sample. This sampling considered the problems that many education stakeholders complained about, that is, the low professional competency of the study program during online learning. This is why the three subjects were chosen as the core subjects in achieving the main competencies for prospective economics teachers. Thus, PjBL was conducted on three subjects: Development Economics, Human Resource Economics, and Development Planning. After the assessment was carried out, the data showed that positive student learning experiences tended to be higher than negative ones, and P21 ability aspects were much higher than critical thinking and collaboration.