Project-based learning (PBL) provides students with opportunities to enhance their proficiency in the target language through vocabulary building, as well as spoken and written communication. Students can also potentially develop other skills. For example, by investigating an issue, processing and organizing material, and developing a final product, learners can explore content in a meaningful way and bolster their researching, note-taking, and critical thinking skills. In this presentation I will discuss the implementation of individual and group-based projects in a first year, Japanese university classroom focusing on global issues using a five-stage framework proposed by Stoller and Myers (2020). Data from the students’ reflective journals and questionnaires regarding their projects will be highlighted in order to give insights into the students’ development, as well as their attitudes and opinions about doing the projects. It is hoped that this presentation will encourage meaningful discussion about the use of PBL and will be of use to teachers who are interested in implementing, or looking for new ways of developing PBL in their language classrooms.