This article describes the process of structural redesign of an undergraduate music education choral methods course. A framework incorporating Problem-based Learning was developed to promote individualized student learning. Ten students participated in the accompanying research study, contributing an array of written and spoken comments as well as drawn images depicting their experiences and perceptions. Visual and textual data were gathered, transcribed, and analyzed according to existing protocols. Students uniformly reported positive outcomes. A list of suggestions for implementation concludes the article.