This is a discussion paper based on didactic reflections of three junior academics at the Architecture and Urban Design (A&UD) programme at Aalborg University. The discussion unfolds "didactic friction", where principles of PBL come into contact with architectural didactics, causing challenging teaching situations. This discussion of didactic friction is moored in narratives representing typical student tuition, unfolding two situations where PBL and architectural didactics converge and cause friction: "the problem" and "supervision". This friction necessitates teachers and supervisors to critically reflect upon their teaching and supervision styles, and upon how key principles of PBL like "the problem" is put into play in their discipline-specific tuition of students. The paper argues that teachers and supervisors have a heightened obligation and responsibility to monitor, assess, reflect and adjust the integration of the different teaching approaches in their tuition practices at A&UD.