Do the advantages of increased student engagement in a project-based learning environment sustain during a pandemic when compared to a traditional program? Researchers were able to meet with students in both programs in a midwestern school district that gave them a choice between both project-based and traditional approaches. Semi structured interviews with randomly selected students in focus groups allowed researchers to make useful comparisons to themes based on engagement using Schlecty's (2011) model. An ability to maintain task focus using Duckworth's GRIT scale (2007) was also captured longitudinally via a survey in students' freshman and senior years. Qualitative analysis of focus group responses revealed clearly higher levels of engagement in the project-based setting. While GRIT scores were higher for the project-based students, the difference was not statistically significant. Implications for what is needed to implement project-based learning are discussed.