This paper reports on 625 student responses and analyzes student perceptions of Problem?Based Learning during their first semester at university. The data I present outlines the scope of the implementation at six entry?level units for the years 2007 to 2009 and is followed by a qualitative analysis of student responses. Eight themes are conceptualized as stretching along a continuum with one end point representing an instrumentalist and superficial response and the opposite end representing a professional and more thoughtful response. Despite some tension, this implementation of Problem?Based Learning into the Science Faculty was, in the main, challenging, time?consuming and rewarding for the majority of students. Two implications for science education evident as a result of this study are that the general student response to change is more positive if they are informed and supported when a different teaching and learning strategy is introduced and that many students require training and support to become self?directed learners.