The purpose of this dissertation study was to determine if a relationship existed between problem-based learning (PBL) content acquisition and academic achievement on teacher-made tests in Career and Technical Education (CTE) courses at the middle school level. The study sample consisted of 20 seventh-grade students enrolled in a CTE keyboarding class and 2 certified CTE teachers. The student participants were divided into 2 groups and each group consisted of 10 students and 1 teacher. Each group learned spreadsheet concepts using different instructional strategies. The control group learned spreadsheet concepts using traditional methods and the treatment group learned spreadsheet concepts using problem-based learning strategies. The study examined two research questions, namely, how well did the students in a problem-based learning group demonstrate content acquisition of spreadsheet concepts in comparison to the students in a traditional learning group, and how did the teacher perceive problem-based learning content acquisition to influence student achievement in Career and Technical Education courses at the middle-school level. Using mixed methods, the study responded to the research questions and tested hypotheses derived from the two research questions. Pre and posttests as well as summative content acquisition tests were analyzed using t test analysis. Classroom observations were used to record student learning behaviors during treatment and a teacher interview was used to understand the teacher’s perception of problem-based learning. T test analysis of student scores on teacher-made tests failed to reveal a statistically (p<.05 or less) reliable difference in the academic achievement and level of content acquisition between the problem-based learning and traditional learning groups, and the null hypothesis was accepted. It is recommended that other research designs be used to investigate similar study questions and that further research with varying grade levels, larger sample sizes, extended instructional time, other testing instruments, both teacher-made and standardized tests, be done to generate more knowledge about problem-based learning content acquisition and academic achievement in Career and Technical Education (CTE) courses at the middle school level.