The following review examines the potential of Project Based Learning (PBL) as an instructional practice to uplift the engagement, motivation and academic achievement of low SES students in mainstream schools. To understand the impact of PBL on low SES students, the literature reflects that whilst some positives of PBL as an effective instructional practice for low SES students exist, the research into the perceived benefits is not conclusive. Conflicting findings, varied methodologies and the inconsistent employment of instruments to measure effectiveness, impact upon the ability to draw generalisable conclusions. Further research that explores the effectiveness of PBL as an instructional practice for low SES students is recommended.