This study was undertaken to find whether the use of project-based learning might impact the delivery and content retention of geography concepts thereby improving seventh grade geography test scores, which have been lower than the national average. Pragmatism and constructivism undergirded the design of this mixed-method study. One-hundred seventh grade students participated in the study wherein a two-sample independent group test of average differences in scores (pre test and post test) compared knowledge recall before and after the two groups were instructed with project-based learning and traditional lecture and note methods. A teacher designed test elicited geography content recall. Results showed that project-based learning improved geography concept retention. Teachers at the same site were given a scaled survey wherein preference was shown for project-based learning. The social change implications of these results are that project-based learning is beneficial to teachers and students as a desirable teaching and learning strategy. If implemented, project-based learning can bridge education to societal improvement as students will have a greater learning and understanding base from which to draw as they mature and live in today's world.