Recently, problem-based learning (PBL) has gained a lot of interest in engineering education. The Faculties of Architecture in Newcastle (Australia) and Delft (Holland) were among the first to embrace this new educational methodology. The article summarizes the characteristics of PBL and describes the architecture curricula at Newcastle and Delft. Among others, PBL aims at integrating different subjects. An analysis of Newcastle and Delft curricula reveals a common problem in the integration of technical disciplines like structures. The article proposes a solution within a general PBL framework