Professional engineers in the Industrial Revolution 4.0 era are required not only to master the hard skills which involve technical knowledge but also the soft ones such as critical thinking, creativity, and teamwork. Therefore, engineering education is expected to have a curriculum designed to ensure graduates have acceptable quality in the fast-growing industrial world. Moreover, classroom learning is also expected to ensure every student develops these skills, and one of the methods to achieve this is Problem-Based Learning (PBL). This study was conducted to show the experience of the PBL implemented for the Steel Structure Design course at the Department of Civil Engineering, Faculty of Engineering, Universitas Sebelas Maret, Indonesia. The students taking the course are allowed to gain professional experience by working on a two-story steel building design project which was designed with real-life conditions. This involved having a team of 4 students acting as a consulting firm while a Term of Reference (TOR) is provided by the lecturer acting as the Project Owner. This consulting firm works on the project to produce technical calculation reports, structural drawings, and budget plans as well as weekly progress reports to the Project Owner. Furthermore, the perceptions of the students concerning the PBL implementation were further investigated through a questionnaire and the results showed they are satisfied with the PBL. This is indicated by the course performance and project/design assignments found to be at a very good level as well as the good performance recorded by the lecturers and students. It was, therefore, recommended that PBL should be applied to other relevant courses.