This dissertation study explores the implementation of Project-Based Learning (PBL) in first-grade classrooms and its impact on student engagement. The study emphasizes the importance of collaborative grade-level teams and teacher support in successfully implementing PBL. The study adopts a mixed-methods approach and takes place in a small rural district in the Midwestern United States. The findings indicate that collaborative grade-level teams have a positive impact on teachers' ability to implement PBL. While the quantitative data collected showed no statistical significance in the differences in motivation from the beginning to the end of the study, teachers perceive PBL as valuable and recognize its benefits in promoting student engagement. Student feedback demonstrates increased engagement, enjoyment, and growth in critical thinking and collaboration skills. The study highlights the need for ongoing professional development and support for teachers in PBL implementation. It suggests creating dedicated spaces to highlight student work and integrating PBL into early grades while addressing foundational skills. Further research is recommended to investigate long-term effects and the benefits of PBL across different grade levels and subject areas. The study provides insights into building a collaborative team approach to PBL and encourages teachers to engage in practitioner inquiry to improve their practices and increase student learning and engagement. [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.]