Two instruction librarians at a medium-sized liberal-arts college on the East Coast of the United States replaced their lecture-style teaching with Problem-Based Learning (PBL). They collaborated with two English instructors to bring PBL to a two-session sequence of library instruction. However, the more they used PBL, and the more they read about how other instruction librarians had employed it, the more they came to see how problematic it can be—especially in its failure to see students as teachers. In this article, you will consider if Problem-Based Learning needs a refresh with critical pedagogy.