While problem-based learning (PBL) has a relatively long history of successful use in medical and engineering schools, it has yet to be widely adopted by teachers of subjects like history. This may be due, in part, to the challenges teachers experience when first implementing PBL because of the lack of instructional models. In this paper I will discuss the nature and potential benefits of using PBLs in the teaching of history along with specific hurdles that teachers are likely to encounter during the implementation process. If teachers are properly supported in their efforts, I anticipate that more teachers will recognize the potential of PBL as an effective instructional approach for developing learners who are flexible thinkers and successful problem solvers in history.