Problem-based learning (PBL) is considered by many educators and researchers to be an effective mode of instruction in a wide range of subjects and disciplines. PBL has now become a catchphrase used ubiquitously in educational settings. But how is PBL implemented? What is the mechanism underlying PBL? What are the factors that affect the effectiveness of PBL? The aim of this paper is to provide answers to these questions in the context of visual arts education. We also present and evaluate some of the findings from a recent study that explored the relationship between problem solving, intellectual abilities and motivation in Hong Kong schools. It is hoped that the discussions will encourage educators and researchers to reconsider the theory and practice of PBL.