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This study detailed the course design principles and implementation of project-based learning (PBL) in a technology-themed graduate-level online course. Students were trained to develop knowledge and skills in instructional leadership, such as the capability to design, deliver, and evaluate educational technology professional development programs. Pre- and post- survey data were collected to examine any change in students' knowledge and skills in instructional leadership by completing this course (N = 18). Quantitative findings revealed positive learning outcomes, and there was statistical significance regarding student improvement in knowledge and skills of instructional leadership, rendering the PBL approach viable.