In today's ever-changing and trend-focused climate, educators often are tempted to jump on the newest craze to hit the educational scene. Sometimes, after closer examination, it becomes clear that the new instructional strategies are more than short-term trends; in fact, they may be an idea that feels familiar. This is the case with project-based learning (PBL), which is more than a new "trend" for family and consumer science (FCS) education. It is an instructional strategy that has existed as a consistent standard and practice throughout the history of FCS. The application of PBL in FCS can be traced back to the practices of Ellen Swallow Richards who was known for seeking ways to apply scientific and management principles in real-world settings (Deaton et al., 2018). Although Richards used different nomenclature to describe PBL, she was seeking authentic opportunities for students to think critically and solve problems related to the content of FCS--the same authentic opportunities that form the foundation and essential components of effective PBL. FCS is a global discipline and profession that extends into multiple application settings (Palombit, 2019). With an audience of more than 5 million FCS students nationwide (AAFCS, 2019), FCS teachers have an amazing opportunity to have an impact on students' abilities to think critically, work cooperatively, and solve problems effectively through proper implementation of PBL instructional strategies and teaching methodologies.