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This research compares differences between standardized test scores in problem-based learning (PBL) classrooms and a traditional classroom for 6 th grade students using a mixed-method, quasi-experimental and qualitative design. The research shows that problem-based learning is as effective as traditional teaching methods on standardized tests. The most significant finding from this study is that the use of problem-based learning can increase standardized test scores at least as much as traditional teaching methods. This is true for initially low-scoring students and disadvantaged groups and when increasing higher-thinking skills is a classroom goal. The mixed-method research design demonstrated differences in scores both between the experimental groups as an aggregate and within the groups on the pre- and posttests. The aggregate test score improvement over traditional teaching methods for the PBL group was very low. Improvement is so small it can be dismissed as unimportant. However, a