Project-based learning (PBL) is a powerful way to make learning meaningful to students and to promote student questions and ownership of the inquiry process. It is a useful way to design and deliver curriculum that is similar in many ways to the Inquiry Design Model (IDM). Although PBL and IDM both value inquiry and student questioning, PBL features key components that promote student-led inquiry and attention to authentic products and tasks. One of those components involves questions. Although teachers might create a question to drive the project in PBL, students typically create their own questions that relate to the project and to content to be learned. The second component focuses on tasks: Students might construct an argument as a summative task for a PBL unit, but they also have voice and choice in products and culminating tasks. Teachers launch an inquiry by presenting students with an authentic task and a project connected to the content and skills they need to learn. These exercises provide voice and choice for students in how and what they want to learn and foster inquiry and student ownership of the learning process. PBL is more than the project or product of learning at the end. It is a way of designing units that promote both authenticity and inquiry.