Problem based learning (PBL) is a recognised teaching and learning strategy used to engage students in deep rather than surface learning. It is also viewed as a successful strategy to align university courses with the real life professional work students are expected to undertake on graduation (Biggs, 2003). Problem based learning is practised internationally, for example, in Europe, Australia and the United States (Dolmans et al., 2005; Savin-Baden, 2000; Schwartz et al, 2001). In this paper I report on implementing PBL tasks to replace conventional tutorial and laboratory sessions in three first year units during 2007 and 2008. I also describe participant unit coordinators' understanding of the changes required to shift their focus from "what the teacher is teaching" to "what the students are learning" and include student perceptions of PBL in these units. Generally unit coordinators perceive the implementation as successful and valuable to enhance the student learning experience. Student feedback on PBL is varied and ranges from enjoyment to resentment. (Contains 4 tables.)