Project-based learning (PBL) is described as a student-centered approach to learning in which students’ engage in and collaborate on sequential authentic tasks and develop a final project. Through opportunities to integrate both language and content learning, PBL practitioners suggest that meaningful language use and purposeful communication are fostered (Sheppard & Stoller, 1995; Stoller, 2006). Despite its numerous cited advantages, there are no known empirical studies evaluating the influence of PBL on the self-efficacy of FL learners. This study evaluated how project-based learning influenced the development of false beginner French students’ self-efficacy, or perceived competence, in the five goal areas of the Standards of FL learning. Significant improvement was found in students’ self-efficacy in the areas of Communication, Culture, Connections, Comparisons, and Communities after participation in the PBL curriculum. Implications for educators are discussed.