This dissertation focuses on implementing problem-based learning as an instructional intervention in a middle school civics classroom. This action research study responds to the observations of the teacher-researcher who noticed that her students were not make meaningful connections to the practice of citizenship. The problem of practice was developed when the teacher-researcher realized that the students were not engaged in learning with the traditional lecture-style, rote memorization instruction; she needed an intervention that was active, collaborative, and meaningful. To increase the connection to middle school learners, it should emphasize problem solving skills and build empathy for others through a social equity lens. This mixed methods study is informed by the following research questions: First, what are the effects of using problem-based learning as an instructional method in a middle school civics classroom? Second, how does using problem-based learning to solve authentic, citizenship scenarios help middle school students make connections to their community? The teacher-research will also adopt a phenomenological approach as she seeks to incorporate the students' feelings throughout the data collection process. The theoretical foundation for this study includes problem-based learning, constructivism, social studies pedagogy, and middle school pedagogy. [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.]