This study explores the strategies and challenges of English Education lecturers in implementing Project-Based Learning (PjBL) in their teaching practices. Using a qualitative method, data were collected through semi-structure interviews with three lecturers from English Education Department of UIN Ar-Raniry Banda Aceh. The findings reveal that the lecturers employed five main strategies to implement PjBL effectively: Pre-planning project, ensuring project relevance and interest-based topics, modelling and guided instruction, providing continuous supervision and feedback, and promoting autonomy through flexible grouping. However, several challenges were also encountered, including students’ lack of understanding of project instructions, varied levels of motivation and seriousness among students in completing project, and the needs of continuous of lecturer supervision and guidance throughout the process. These findings underscore the importance of planning, student engagement, and active lecturer involvement in successfully applying PjBL. The study offers insights that support lecturers, curriculum designers, and teacher education programs in enhancing the effectiveness of PjBL, particularly in EFL (English as a Foreign Language) teaching context.