This paper describes the implementation of a Problem-Based Learning assessment in a postgraduate ICT
fundamentals subject. With an entirely international student cohort drawn from 14 countries, many students had never participated in group work. To facilitate student adjustment into the Australian educational environment, and develop understanding of the role and importance of group work, students were educated in group work theory prior to engaging in the group work process. The experiences of both teaching staff and students identified a number of positive outcomes resulting from this approach.