An elementary-level content area reading course was redesigned using a project-based learning (PBL) model to improve undergraduate pre-service teacher course content instruction. The research question was, "What are college/ university students' perceptions of a project-oriented undergraduate course?" Six university pre-service teachers, enrolled in one of two courses, completed open-ended end-of-class questions over the eight-week study. Qualitative case study analysis revealed that while most students perceived the online content and project to be engaging and beneficial to content learning and application, students responded negatively to assignments and grade frequency. The findings of this study informed the instructors to adjust the course assignments in subsequent semesters to address students' concerns.