Problem-based Learning (PBL) is a student-centered instructional approach that initiates learning by presenting students with an ill-structured, real-life problematic scenario from which they have to identify the real problem. The scenario is structured around the curriculum, which students acquire as they solve the problem using their learning styles and multiple intelligences. In this research, the author found that many Seventh-day Adventist teachers are unaware of PBL and embrace a teacher-centered teaching philosophy. However, they do appear willing to learn about this student-centered teaching method and to implement it in their classrooms despite perceived barriers. They indicate that they do not expect support from their school systems, parents, and colleagues, as preconditions to successful adoption. It appears that the major barriers to PBL adoption are reflective of the teaching philosophy of the school systems, parents, and teachers. If these barriers are addressed, it is likely to increase the possibility that successful adoption of PBL will take place