In line with the Merdeka Curriculum's emphasis on active and student-centered learning, Project-Based Learning (PBL) has gained recognition as an effective approach to enhancing students' language skills and motivation. This study investigates the implementation of PBL in English classes at SMP Negeri 28 Semarang, focusing on its processes, supporting and inhibiting factors, and the perceptions of teacher and students. Involving 33 participants, including one English teacher and 32 students, data were collected through in-depth interviews, classroom observations, document analysis, and reflections. Findings indicate that PBL is carried out in four stages: planning, execution, presentation, and evaluation. Supporting factors include adequate facilities, teacher guidance, and student enthusiasm, while time constraints and varying student adaptability pose challenges. Both teacher and students perceive PBL positively, noting its effectiveness in enhancing English skills, critical thinking, and motivation. These results align with the Merdeka Curriculum principles, which emphasize innovative and engaging learning strategies.