Ohio University’s MBA program is designed accord‐ing to the principals of problem‐based learning. The curriculum has no courses. Rather, it is organized around problems like those the students will encounter after graduation. Pre‐ and post‐program assessments are used to measure changes in knowledge and skills. Students are required to complete a program assignment in a foreign country. The paper describes the process by which Ohio University made the change from a traditional curriculum to a problem‐based curriculum, includes examples of problems, and includes lessons learned during the past decade.