Currently, students require skills to develop social and professional development based on a competency-based model that articulates theory and practice. Project-based learning (PBL) could be a contribution, as it develops multiple skills that are key to project management. Social project management is an emerging field within the discipline of occupational therapy, fostering the connection of students with real-life community issues. The purpose of this article is to analyze the implications of PBL for the learning of students in the area of social project management in occupational therapy. The methodological procedures adopted were a quantitative, descriptive, and non-experimental study with purposive non-probability sampling. The participants were 129 occupational therapy students from three higher education locations in Chile, who were studying project management. A Semantic Differential scale was used as a data collection instrument. The results show that students from the three sites highlight that commitment to learning is the most valued dimension (x=6.50; x=6.53; x=6.50). According to gender, women value the relationship between collaborative work and learning more (x=6.43), while men value commitment to learning more (x=6.68). In conclusion, PBL is a highly valued didactic strategy in the area of occupational therapy social project management, since it promotes commitment to learning and collaborative work.