The current educational theories relating to teaching and learning emphasis the use of active learning and other students/peers in the learning process, i.e. situated learning theory and constructivism (Bredo, 1999; Lave & Wenger, 1999; Bruner, 1999). Therefore, in emphasizing these theories it is vital that course co-coordinators on teacher/lecturer education programmes 'practice what they preach'. This challenge was addressed by the use of Problem-Based Learning (PBL) as an approach for learning educational theories in a new Postgraduate Diploma in University Teaching and Learning. Problem-Based Learning has been found to be effective as a learning tool, particularly in relation to encouraging authentic learning, self-directed learning and reasoning skills (Savin-Baden, 1997). It also encourages fun in learning (Barrett, 2004). Problem-Based Learning, although common in the health sciences, is less commonly used in educational disciplines (Barrows & Tamblyn, 1980). A module, spanning a four-month period, was designed and implemented in a class of 21 students (University lecturing staff). The well-established Maastricht 7-steps model was used for implementing the Problem-Based Learning process (http://www.unimaas.nl/pbl/default.htm). An ethnographic case study research method was used to investigate the module using a triangulation of qualitative research methods, i.e. participant observation, document review, questionnaire and interviews (Cohen, Manion & Morrison, 2003). The research questions included: a) What were the design issues for staff in creating the educational 'triggers/problems' in problem based learning? b) What were the views of the students (University staff) on the experience and to what extend would they use the PBL process in their own teaching Initial results relating to design issues demonstrated the challenge of creating problems/triggers that were, as recommended in the PBL literature, significantly 'messy' and unstructured yet allowed the student's prior learning to be encouraged (Dolmans at al, 1997). The use of a learning outcomes/problems matrix was beneficial in response to this challenge in a hybrid Problem-Based Learning programme. Students' initial reactions were positive and their comments highlighted that they had demonstrated active and self-directed learning skills. Further data analysis is being carried out. The importance of concepts such as self-directed, active learning and peers in learning, advocated in the educational theory being studied, should be re-enforced by the experience of using Problem-Based Learning as an approach to learning. References: Barrows, H., Tamblyn, R. (1980). Problem-based Learning: An Approach to Medical Education. Springer Pub Co: New York. Barrett, T. (2004). Poetry and Fun: The Discourse of Learning in a PBL Staff Development Module. Mapping the Landscape of Higher Education in Ireland. AISHE Inaugural Conference. 2/3rd September, Trinity College Dublin. Bruner, J. (1999). Folk Pedagogies. In, Learners & Pedagogy. Ed Leach, J. & Moon, B. London: Sage Publications. pp4-20 Bredo, E. (1999.) Reconstructing Educational Psychology. In, Learners, Learning & Assessment. Ed. Murphy, P. London: Open University Press. pp23-45. Cohen, L., Manion, L., & Morrison, K., (2003). Case Studies. In, Research Methods in Education. 5th Ed. pp181- 190. London: RoutledgeFalmer. Dolmans, D., Snellen-Balendong, H., Wolfhagen, I., Van Der Vleuten, C. (1997). Seven Principles of Effective Case Design for a Problem-Based Learning curriculum. Medical Teacher. 19 (3) pp185-189. Lave, J., Wenger, E. (1999). Legitimate Peripheral Participation. In, Learners, Learning & Assessment. Ed. Murphy, P. London: Open University Press. pp83-89. Savin-Baden, M. (1997). Problem-Based Learning, Part 1: An Innovation whose Time has Come. British Journal of Occupational Therapy. 60 (10),pp447-450.