This study investigates the impact of Project-Based Learning (PBL) with an emphasis on statistics on 26 Kinesiology students from a prominent Chilean university. A mixedmethodological approach was employed for the qualitative and quantitative analysis of data collected through surveys, supplementary interviews, and performance evaluations of these students. Furthermore, group grades during the project execution were examined. The correlation between academic performance and the perception of learning through this method was explored. The results indicate a generally favorable assessment of PBL, emphasizing its contribution to the development of statistical and scientific skills, as well as improvement in academic performance, with the option to incorporate additional methods to cater to different student needs. It is concluded that PBL is a potential pedagogical strategy that promotes active engagement in learning and the development of practical skills relevant to health sciences students in Chile.