This research examines the implementation of problem-based learning in teaching speaking skills to high school students. The study involved two English teachers who were experienced in teaching with problem-based learning method. Using qualitative case study methods, data were collected through interviews, questionnaires, and classroom observation to gain valuable insights into the teachers’ experiences, opinions, and practices related to the implementation and the teachers’ perception of Problem-Based Learning to teach speaking skills. The data was analyzed using an interactive model including data condensation, data display, and conclusion drawing. The study found that teachers perceive PBL as an effective student-centered learning method to enhance students’ engagement, motivation, and communicative competence, both teachers consistently implemented the steps of the PBL method, and the beliefs held by the teachers regarding the importance of real-world problems, active student engagement, and collaborative learning were consistently mirrored in their teaching practices. Nonetheless, the study also identified several challenges in implementing PBL, including time constraints and students’ tendency toward memorization rather than applying knowledge to real-world situations.