Problem-based learning (PBL) is an alternative to conventional teaching methods for students to learn through real-world issues. The study aims to explore the PBL approach (as suggested in Malaysia Education Blueprint 2013-2025), which is students centered and has been employed in real-life settings. From the literature, students who learn through PBL possess the characteristics of self-directed and self-regulated learners who can collaborate and cooperate in learning. The background is contextual, which promotes students' motivation. As a result, students acquired 21st-century skills (21CS) consisting of cognitive, intrapersonal, and interpersonal domains. The author is interested in exploring the process of PBL via the Water Vision Program and the characteristics of students who learned through the PBL process. A qualitative case study was conducted using semi-structured interviews. The participants were a teacher as facilitator and two students who were involved with the Water Vision Program. The data underwent thematic analysis, and three main themes emerged: the learning process through PBL, challenges, and student development.