Project based learning (PBL), a well-known pedagogical approach, is becoming more widely recognized for creating and sustaining student engagement and motivation in 21st-century learning while improving academic achievement. Teachers support this hands-on, collaborative approach and see it as beneficial for students of all learning modalities, but especially for their Emergent Bilingual (EB) students. Previous quantitative studies explored the benefits of PBL in the classroom but did not focus on teacher perceptions regarding the benefits, challenges, and necessary resources of PBL. This qualitative single case study explored teachers' perceptions of increased academic achievement, best practices, and perceived needs relative to PBL with EB students. Sixteen teachers with experience in PBL with EB students from three elementary schools in a rural North Texas district were interviewed. Teacher experience ranged from 2 to 30 years of experience. Fourteen teachers also participated in grade-level band focus groups. Findings revealed that, overall, teachers believe PBL benefits all students, especially EB students, due to the hands-on and visual elements. Some teachers voiced concerns about the time required to design a successful PBL experience, lack of meaningful professional development, and a lack of guidance about the level of support they should provide to balance the needs of each of their students. Each participant verbalized the importance and need for meaningful training regarding PBL to feel successful and competent. Regardless of the potential challenges identified, each teacher interviewed believed that PBL was a practical, beneficial learning method for all students, especially the EB students they serve. Recommendations for future research include a longitudinal quantitative study to determine the long-term effects of PBL for EB students and a qualitative case study that looks at the perceptions of EB students about their needs and the impact of PBL on their learning. [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.]