Although in the literature it is suggested that students in a PBL environment are more likely to adopt a predominantly deep-learning approach to learning, it is not clear what the available research says about this relationship. Therefore this paper focuses on research about the relationship between PBL and students' approaches to learning. The aim of this paper is to produce a critical review of the research evidence about the relationship between problem based learning (PBL) and students' approaches to learning. First approaches to learning are clarified, and the relation of approaches to learning with some critical variables is discussed. Next PBL is elaborated and specific research about approaches to learning and PBL are analyzed. An overview of these studies, focussing on the year, subject, study method, questionnaire, research question, and results are presented.It is a literature reviewThe theoretical assertion that PBL fosters a deep approach to learning is supported by research evidence, but there is no research evidence in the literature about what contextual elements/processes/variables in the PBL environments are responsible for this deep learning. The bilateral and multilateral relationship between approaches to learning and learning context is not yet fully studied. Most of the available research was simply interested in effects of PBL on students' approaches to learning. However, there is clearly a lack of research that clarifies how approaches to learning adopted by students affect their learning outcomes in PBL process such as performance, motivation, and problem-solving skills.PublicationsAk, S., Çelen, U., Ozen, Y., Tabak, R. S. & Piyal, B. (2006). Health Behaviours of School Personnel of Primary Schools in Ankara. TAF Preventive Medicine Bulletin, 5(2), 83-93. Tabak, R. S. & Karakoc, S. (2004). Inqury Teaching Strategy. Journal of Contemporary Education, 29(313), 9-16. Karakoc, S. & Simsek, N. (2004). The Effect of Teaching Strategies on The Use of Learning Strategies. Educational Scieinces:Theory and Practice, 4(1), 99-121. PresentationsKarakoc, S. & Piyal, B. (2005). Education of Occupational Health and Safety. III. Conference on Occupational Health and Safety, Adana. Celen, U. , Tabak, R.S. , Karakoc, S., Ozen, Y. & Piyal, B. (2004). Determination of Health Risk Behaviors of Students in Primary and Secondary Schools and Examination of its Relationship with Health Locus of Control: The Case of Central Districts of Ankara. IX. Congress of Public Health., Ankara. Karakoc, S., Tabak, R. S., Turkeri, F., Mutlu, N & Ozmen, A. (2004). Evaluation of empathic communication skills of health staff: Sample of a Special Hospital and Two State Hospitals. I. National Conference on Health Promotion and Health Education, Ankara.PostersTabak R.S. ve Karakoc S. (2004). Evaluation of Empathic Communication Skills of Health Staff, International Conference on Communication in Healthcare 2004, Bruges, Belgium.Ozen, Y., Piyal, B., Celen, U., Karakoc, S. ve Tabak, R. S. (2004). Determination of Health Risk Behaviors of Students in Primary and Secondary Schools: The Case of Central Districts of Ankara. IX. Congress of Public Health., Ankara.