Project-based learning (PBL) is a pedagogical method that involves students solving real-world challenges through projects. This method makes learning more engaging and practical for students. When instructors align PBL with course objectives, it encourages deeper understanding and improves problem-solving skills. By working on real-world projects, students can see the relevance of their coursework and how it applies beyond the classroom. In this paper, authors share their experience and reflections of one such course called Instructional Systems Design (ISD) where PBL was implemented for two consecutive years 2022 and 2023. The projects for 2022 course involved students designing a NATO leadership training program, while the 2023 cohort developed a web-based Persons with Disabilities (PwD) awareness program. Authors exchanged, discussed and analyzed how two different projects were implemented. The implementation of Project-Based Learning in these ISD courses over two years focused on the impact of group structures (Homogenous and Heterogenous), expert-students’ interactions and other differences. The study investigates how these dynamics influence the effectiveness of PBL among students. Findings talk about how different group structures affects project outcomes for example homogenous groups may have difficulties in collaboration and limited creativity as compared to heterogenous groups where students with different expertise contribute to the creativity and manages collaboration. Additionally, the study underscores the importance of structured mentor involvement and real-world stakeholder interactions in supporting PBL activities, offering valuable recommendations for instructors on group formation and reflective practices to optimize course outcomes.