Problem-based learning (PBL) is increasingly recognized as both effective and associated with high student engagement. This study sought to explore this relationship between PBL and student engagement. Cycle 1 participants consisted of PBL experienced secondary school teachers and one principal. They offered insights on its high value and indicated PBL is a nonnormative pedagogy that needs structural support to cast roots in a high-stakes testing environment. Action steps were designed, implemented, and evaluated in Cycle 2 to strengthen support for PBL. Leaders took part in a PBL Innovation group project to help design a PBL hub over three sessions. The goals were to raise knowledge, improve positive perceptions, and exchange design ideas for a website meant to signal support and celebrate PBL work. Evaluation of Cycle 2 activities included comparison of pre-survey and post-surveys to measure changes in leader knowledge and perceptions. Focus groups of students, teachers and one leader then reviewed the website to evaluate how well it met its design goals. The study concluded PBL needs clear district signaling; leader knowledge is critical to structural support; and PBL can benefit from an intentional community. Implications for the organization are that knowledge raising is critical to PBL success; the position of PBL should be clear in professional development initiatives; and fostering community collaboration is important for momentum. [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.]