This research documents the literature and outcomes of implementing Project-Based Learning (PBL) (Larmer et al. 2015; Duke, 2014; Duke et al., 2018; Haney, 2018; Wallace et al., 2016; Kai Wah Chu et al., 2011; Everette, 2015; Boss et al. 2014; Dias et al., 2017; Boss and Larmer, 2018). and Gold Standard Project-Based Learning (PBL), (Larmer et al. 2015) with first class students. PBL is very popular in the United States of America, however it is not as popular in England and Ireland. This study aims to investigate whether PBL can help engage and motivate first class students in the writing process. An action research (McNiff, 2014; Whitehead, 2010; Sullivan et al., 2016; Glenn et al., 2017) methodology was decided upon as teachers engage in study to implement change to their practice for their benefit and the benefit of their students. This study is based around the values (Mc Niff, 2014; Sullivan, 2016; Glenn, 2017) of justice, inclusion, and active learning. Both qualitative and quantitative data was collected throughout the implementation of Gold Standard PBL (Larmer et al. 2015) in order to justify findings for this thesis. Ethical consent and assess was obtained for all willing participants, as they are a vulnerable group. Ethical approval was obtained from all other participants involved in this study. As a result of implementing Gold Standard PBL and following the seven essential elements (Larmer et al. 2015), children showed more engagement and motivation towards the writing process. The student’s vocabulary improved greatly as did their knowledge and understanding of procedural writing (Pratama et al., 2020). Children who struggled with reading and writing, excelled during the presentation element of Gold Standard PBL and began to write more freely.