The purpose of this study was to evaluate that project-based learning results in learners to be intrinsically motivated when learning History. Three methods were implemented in this study, namely role playing, poster-making and mixed projects (i.e., role playing and poster-making). To further enhance the understanding of intrinsic motivation, the three basic psychological needs, autonomy, relatedness and competence were implemented during all three methods of project-based learning. Adopted from the Self-Determination Theory's intrinsic motivation, a 5-point Likert scale questionnaire was developed and administered to sixty-eight Years 9 to 10 secondary school students from an international school at Sungai Buloh, Malaysia. Results from this study indicated that role playing was the preferred method of learning compared to the other two methods, and that project-based learning has been useful and effective in the acquisition of historical thinking skills. The findings also indicated the participants were receptive to implementation of project-based learning into their curriculum as a teaching tool for it proves to be beneficial in knowledge gain and memory retention, as well as intrinsically motivating them to perform better. The key finding of this study proves that project-based learning has contributed to students forming intrinsic motivation when it comes to learning History.