This dissertation seeks to understand how a work-based learning project develops the skills, attitudes, behaviors, and Jewish sense of self for three Jewish Federation professionals participating in a larger, 18-month professional development initiative focused on experiential Jewish education. Using case study methodology, this research also outlines key aspects of the project experience that contribute to the employees' overall learning. Learners applied skills including outcome-based planning and small group facilitation of Jewish values activities into their work. Through practice and positive feedback, project leaders began to self-identify as experiential Jewish educators. This shift in professional identity led to changes in how project leaders approached other aspects of their work, beyond their projects. They became more comfortable integrating Jewish content into experiences across their professional portfolios and demonstrated the capacity to engage around strategic community issues. Reflection with a thought-partner was a key factor in the project leaders' learning. In addition to drawing from theories of adult education, experiential education, and situated learning to understand project-based learning in the Jewish workplace, psychological theories of self-concept and self-efficacy help to explain how project leaders came to see themselves as experiential Jewish educators. This study suggests the value of project-based learning at work to impart new knowledge and skills, to strengthen job performance through outcome-based strategic thinking, to motivate employees, and to develop Jewish community professionals as experiential Jewish educators. [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.]