This work aims to describe the experience of Project Based Learning (PBL) in the course of Mechanical Engineering (Engineering Campus - UACSA) of the Federal Rural University of Pernambuco (UFRPE), Brazil. To this end, it were considered both the perceptions of the students and also the data analysis, collected from 20 students, about the experience. The questionnaire answered by the students was organized around six topics: theme of the project, developed competences and learning skills, teamwork, role of teachers, the project assessment and project as a teaching-learning methodology. Also they wrote on the positive and less positive aspects and pointed suggestions for the implementation of PBL. Concisely, the survey results revealed that teamwork, the need for interpersonal relationships and the development of soft skills (autonomy, initiative and creativity in creating the prototype, research capacity, decision, organization, problem solving, time management) are prominent positive aspects, added to the fact that PBL brings the chance for the students to put into practice the theoretical knowledge acquired during the course. Problems for the project's implementation were identified as: lack of instruments and conditions given to students for the development of the prototype, the dense load of disciplines of the semester, the non-suitability of some disciplines involved in the project, plus the bad interaction between them. Besides the fact that there was the need for greater dialogue between the disciplines of the semester and/or a more substantial adjustment of the Pedagogical Course Project (PPC), the PBL as a teaching-learning methodology in the course of Mechanical Engineering met the main expectations, and also collaborated for integration, socialization and learning of students. Therefore it is defended its permanence and expansion (over all semesters of the course) at UACSA/ UFRPE.