This study reports in detail how ‘International Trade’ course for undergraduate students was redesigned into problem-based learning and provides instructor's weekly records of the course implementation. Compared with the traditional lecture-based instruction of the same course, the attitudes of the students and the instructor toward instruction and learning were positively changed in PBL. Through instructor's direct observation, documents analysis of students' reflective journals and course evaluation data, the students showed more engagement in learning. The students actively participated in discussion and collaborative problem solving activities. The students processed much more and diverse information to solve the given problem in the PBL course than in the traditional instructor-centered courses. However, their information process and organization skill was not so satisfactory that instructors' appropriate support was required. This article describes the process of redesign of the case course and also reports limitations in a given context. Finally, several suggestions to be considered for successful PBL courses in colleges were presented.