This study aims to identify the level of teachers’ learning (made up of sub components of knowledge, skill and attitude) acquired from professional development on project-based learning (PBL) approach. The study is undertaken in selected MoE schools that implement STEM PD and from then, use PBL method in the classroom. A total of 221 teachers participated in the study and data is analysed using SPSS Ver. 18.0. It was found in this study that two components of teachers’ learning; knowledge and attitude acquired from PD attended were at a high level but another component; skill was found only moderate with each of their sub domains having variations from moderate to high level. Recommendations were made on bettering the implementation of PD focusing on the sub domains of teachers’ knowledge, skill and attitude hopefully resulting in desired PBL implementation.
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