Several studies disclose students’ positive perception towards PjBL, for instance, assists students to gain deep understanding, developing skills, and increasing motivation to learn.  However, the research number in EFL context is still limited. Therefore, this research aims to 1) Investigates the stage of PjBL implementation in ELTFC course, and 2) Reveals undergraduate EFL students’ perception towards it. Questionnaire was distributed to 30 students and 3 of them was chosen to clarify the findings through interview. Artifacts involving students' works were collected to strengthen the research findings. Furthermore, the collected data were analyzed using Miles, Huberman, and Saldaña (2014) concept. The research findings reveal that: 1) there are four stages in the implementation of PjBL, which include: a) speculating, b) designing project activities, c) conducting project activities, and d) evaluating; 2) undergraduate EFL students show positive perception about PjBL implementation in ELTFC course including a) cognitive: students’ experience, knowledge, and gained knowledge, b) affective: students’ feelings of PjBL, and c) conative: students’ behavior affected by cognitive and affective. This research is expected to be beneficial for teachers who desire to implement PjBL as a learning method in the classroom. Additionally, undergraduate EFL students as pre-service teachers could consider the research results to hold more meaningful learning activities.