Several traditional chemistry lab experiences were replaced with a problem-based learning (PBL) experience in a university general education, conceptual chemistry course. Students worked in small groups on an authentic chemistry problem in which each student played a different role (Scientist, Engineering, Marketing Manager, Safety Officer, or Secretary). Mid-semester, the pandemic forced the course online. Q methodology [Q] was used to determine the divergent viewpoints that existed amongst the students regarding their PBL experience. Each student provided their view by sorting related statements into a grid. Three divergent viewpoints emerged from the analyses: two viewpoints were positive about the PBL experience (Motivated learners and Committed to my group) and one was negative (Negative experience due to group dynamics). Descriptions of these views and implications are discussed.