Agricultural and environmental science communication undergraduate degree programs must continually implement innovative pedagogical and instructional approaches to best prepare graduates who exhibit problem-solving skills and technology adaptability. Project based learning (PjBL) encourages students to use critical thinking skills to answer questions and create real-world products. The purpose of this study was to explore a PjBL instructional design and teaching model for multi-media skill development in an undergraduate agricultural and environmental sciences communication program. This study sought to: 1) explore students’ perceptions and experiences of navigating a PjBL course focused on digital photography and Extension engagement and 2) better understand students’ perceptions and experiences related to learning a mobile video application. Course artifacts, such as reflection journals, and in-per-son interviews served as data sources, which were analyzed using an open coding technique. Emergent themes included: 1) navigating tension and facilitating balance of learner voice and choice in a PjBL design, 2) PjBL design for photography content learning and Extension contextual learning, 3) Undergraduate mobile technology adoption – direct hands-on vs. information consumption learning approaches, 4) and Learner critique and pride of final projects. The PjBL model appeared to be effective, as all students in the course successfully completed photo essay projects about Extension areas.