The aim of this report is to answer which process competences PBL helps to improve at a private undergraduate school in Brazil. As a supplementary question: if students and professors are positive to PBL. Our case study implemented PBL in 2013 in all mandatory units of the undergraduate course of economics. The design of the research follows the literature review on PBL, with questionnaires for students and professors using Likert scale, method to measure perceptions.

The questionnaire was applied in 2016 for 143 students and in 2017 for 50 professors. As results we can find that students and professors in general perceive that PBL improves process competences and they are positive to PBL. Professors are more convinced that PBL improves process competences than students. Also, students tend to evaluate better the PBL with time specially because professors are more experienced in the new method.

The literature presents mixed effects about the performance on content of students in standard tests in a Problem Based Learning environment compared with traditional method based on lectures. On the other hand, the literature also verified based on students’ and professors’ perceptions that PBL helps to improve abilities and skills – process competences - like: work in group, engagement, critical thinking, independence in learning, problem solving skills, communication skills, cooperation, leadership skills, etc. The literature on PBL’s process competences is very rich in studies using data from engineering and medical schools because these courses were the use more the method than others and this report contributes to fill the gap for undergraduate courses in economics.