Abstract: There is a line of research dealing with the fundamental features of Problem-Based Learning (PBL) that are related to student learning. Aspects of learning context, social interaction and self-directed learning are the concepts frequently discussed in relation to real life scenarios, learning in collaboration and independent learning in PBL. Using the classroom concepts of Learner Identity (LI), Learning Context (LC) and Learning in Relation (LR) as the dimensions of variation to understand the teaching and learning process, this study unfolds the notion of student learning for the group of learners experiencing PBL in Business English Course (BEC). The data for this study is drawn from one of the researcher’s research on learner’s perceptions of PBL in a BEC. A phenomenographic research paradigm was adopted to study 25 research participants who are learners of English as a Second Language (ESL) from BEC using PBL. Data were collected through interviews, field notes and artifacts. The findings of this study draw both specific and general conclusions that are expected to raise implications for future scholarship and practice in teaching and learning of English using PBL in Malaysia.