|Abstract||Project-Based Learning (PBL), real-world based projects, has been found to increase students' abilities to understand, use and present concepts; allow the use of higher level thinking skills; enhance motivation and attitude; and increase engagement. Due to the lack of time and resources within the classroom, other avenues must be investigated that will allow PBL to be utilized in an effective manner. The use of Out-of-School Time (OST) provides this opportunity as well as assistance to students with needs that extend beyond a regular classroom setting. However, little direct research has been done to determine the effectiveness of project-based curricula in OST settings. This study incorporated a PBL curriculum into an afterschool program. The data collected and analyzed included surveys, assessments, checklists, field notes, audio recordings, student mathematics journals and notebooks, and a group discussion. As a result of the project, students were able to collaborate with one another and the instructor to gain new insights, knowledge, and experiences that varied from a typical classroom. These results, along with recommendations based on the findings, will aid in future implementations of a PBL curriculum in an OST setting. With refinement, a PBL program in an OST setting has the potential to supplement learning, enabling students to be more successful in the classroom.