While project-based learning (PjBL) and asset-based equity pedagogies (ABEPs) have traditionally been studied separately, there is reason to believe that the combination of the two strategies can produce even more impactful possibilities. This study examines the relationships between students' perception of both PjBL and ABEPs as it relates to non-academic outcomes such as problem-solving abilities, their likelihood to persist, and civic consciousness and engagement. Bivariate regression was used to determine the degree to which exposure to PjBL and ABEPs explains the variance in student outcomes. Student focus-group data confirm and expand our quantitative findings.