Soft skills such as teamwork, communication, leadership, time management, and problem-solving are increasingly recognized as essential competencies for engineering graduates, yet traditional lecture-based instruction offers limited opportunities for their systematic development. This study examines students’ perceptions of soft-skill development within a structured Project-Based Learning (PBL) approach implemented in Industrial Engineering courses at Al-Maarefa University. The PBL model incorporated defined project phases, instructor monitoring, and formal reporting. Students’ perceptions were measured using a questionnaire covering six soft-skill constructs and overall PBL perception. Data were analyzed using descriptive statistics, reliability analysis, one-sample t-tests, and exploratory nonparametric group comparisons. The results indicate generally positive perceptions, particularly for time management, teamwork, and communication skills, while leadership, problem-solving, and presentation skills were rated more neutrally. Exploratory analysis revealed a statistically significant difference in time management perceptions across GPA levels, with no consistent differences across academic level or gender. These findings provide empirical evidence on the role of structured PBL in supporting selected professional skills in Industrial Engineering education and identify areas for instructional refinement.