Published biannually, the Interdisciplinary Journal of Problem-based Learning (IJPBL) features pieces on research and best practices in the field. Problem-based learning is a learner-centered pedagogy that focuses on the skills and knowledge gained as students work through scenarios. Educators new to the pedagogy, and even those who are well-versed in it, may benefit from the journal's content. For example, the latest installment, Special Issue: PBLing the unPBLable, contains pieces on implementation challenges and benefits and the future of problem analysis. The special issue's introduction offers a useful primer of each article's content, and may be a welcome place for readers to begin. In addition to browsing the latest issue, readers will find archived content from 2006 to present. Most articles are between 10 and 20 pages, making them manageable for busy readers. Click on a title to view the abstract before committing to the piece, or click the PDF button to jump right in. IJPBL remains open-access with support from the School of Education at Indiana University, the Jeannine Rainbolt College of Education at the University of Oklahoma, and the Center for Research on Learning and Technology at Indiana University.