Problem-based learning (PBL) represents a transformative shift in education, distinguished by its focus on cultivating skills like autonomy, critical thinking, and collaboration through engagement with real-world projects. Pioneered extensively in medical schools, PBL empowers students to construct their own understanding in authentic contexts. However, realizing its full potential is hampered by several challenges, which necessitate careful planning and institutional commitment. The successful adoption of PBL is heavily dependent on strong leadership commitment to provide resources, infrastructure, and incentives for faculty and to navigate institutional barriers. Without it, a PBL initiative risks faculty demotivation, restricted resource allocation, and program failure. Another significant hurdle is faculty preparedness and acceptance. Instructors accustomed to traditional lecturing may resist the transition to a facilitative role, requiring substantial and sustained investment in faculty development and training. Student buy-in is also critical, as resistance can arise from the open-ended nature of PBL problems and a lack of self-directed learning skills. Institutions can mitigate this by clearly communicating the benefits, providing support, and potentially introducing a "foundation course" for essential learning abilities. While PBL implementation requires a substantial initial financial investment, including for faculty training and curriculum development, studies suggest that it can be cost-effective in the long term. Strategic models like blended learning can reduce costs while improving outcomes. Ultimately, a supportive institutional culture, continuous effort, and collaboration among faculty, students, and administrators are essential for the long-term success of a PBL program.