The current study proposed to integrate Problem-Based Learning into a college business communication course designed for English majors at the Department of English in a public university of science and technology in Taiwan. This study intended to examine students’ learning engagement and overall course effectiveness in the course infusing PBL learning. The research instruments consisted of both quantitative and qualitative methods, including learning engagement scale for college students (LESCS), the classroom teacher reflection notes, student interviews, and final course evaluation. The quantitative data were interpreted by using SPSS instrument to investigate pre-, mid-, and post- learning difference. The qualitative data presented the course effectiveness by looking into teacher reflections, student interviews, and reflections on course evaluation. The findings indicated: (1) PBL as an underpinning teaching method helped the participants engage, and (2) PBL, bringing in real-world issues, was embraced and considered an option to be adapted in EFL business courses.