Two teams of eight lecturers were completing a module that was part of an education development Postgraduate Diploma in Learning and Teaching in Higher Education. These participants were PBL students for the module. The aim of the module was to enable participants to design, deliver, assess and evaluate PBL curricula.The content of the module developed from the students’ work in teams on two consecutive problems about PBL. The participants used a PBL process guide as an aid in assisting them working through the PBL process. Thus, both the content and the process of this module were PBL.