This research aims to explain EFL teachers’ experiences using PBL in teaching writing. This research used a descriptive research design. The participants of this research were English teachers of SMA Negeri 3 Semarang in the academic year 2024. The researcher collected data through semi-structured interviews, observation, and documentation. The method of analyzing data employed data reduction, data display, and drawing conclusions. The findings reveal that teachers employ a variety of tactics, such as relating subjects to contemporary concerns, promoting group and individual projects, and creating well-organized timetables. Despite its benefits, there are a number of difficulties when using PBL to teach writing. The absence of reading habits, curriculum constraints, limited teaching hours, and students' varied language competency levels are some of the problems teachers deal with. Teachers overcome these challenges by using adaptable teaching techniques, like integrating literacy exercises to develop students' reading habits and striking a balance between Bahasa Indonesia and English in classroom interactions.