This paper reviews the work of the Enabling Conditions Collaboratory (ECC), a team of researchers that looked across research projects to study the conditions that support the success of project-based learning. The researchers found that student engagement often fueled the adoption of PBL and helped sustain and scale it. In addition, the researchers found strong teacher agency was essential to PBL's long-term success in a school or system. They also noted that teachers must have sustained, high-quality professional-learning experiences and opportunities to take the student perspective on learning in a PBL classroom. In addition to highlighting the work of the ECC, this paper features an interview with Michael McDowell, superintendent of the Ross School District in Northern California and an expert on project-based learning. He noted that project-based learning best serves students when it is rooted in core subject-matter content.