Over the years various innovative teaching approaches were developed, notably Problem-Based Learning (PBL) help students develop flexible understanding and lifelong learning skills. The present research study used a structured PBL approach adapted from the four step model (Wong & Day, 2009). A convergent mixed-method design was used to determine if administering a structured PBL approach would improve students’ ability to solve college-level Mechanics problems and students’ attitudes towards mathematics and their learning environment. From the pre- and post-test results, there were no significant changes in students’ academic performance. However, teacher reflective statements indicated increase in the use of higher-order thinking skills and overall engagement. From the observations, interviews and questionnaire results, students showed a positive change in their attitudes towards mathematics.