 Abstract—The use of Project-Based Learning (PjBL), as a teaching strategy, is on the rise across the country because it is considered as a means to make learning more interesting for students and to emphasize the acquisition of skills essential for success in the modern workplace. In order to cater to the needs of its students, English for Specific Purposes (ESP) necessitates interdisciplinary expertise due to its unique qualities. As a result, the position of the educator shifts significantly from that of the typical language instructions to the subject matter being taught. The purpose of this study was to investigate whether or not using PjBL in ESP class improves students’ overall learning outcomes. In this particular investigation, a single group pre-test and post-test experimental design was utilized, and the participants included 40 samples that were selected on purpose. When it came to the students’ video projects, the use of PjBL led to a significant improvement in the learning outcomes that were achieved. The findings indicated high mean scores on the learning outcomes subscales that were investigated, in addition to positive correlations on the academic performance of the participants. These results may add to the growing body of literature on the topic of how best to teach and learn ESP across disciplines by integrating different approaches and methods.