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In this paper, we report on the impact of a Project-based Learning (PjBL) course on student self-efficacy in fundamental engineering attributes. The study was conducted as part of a four-week course on renewable energy in the spring of 2011 at Shantou University and compared student self-efficacy at the start and at the end of the course. Students showed increased levels of self-efficacy in all of the attributes, with the largest increases in the attributes that were most closely aligned with the intended learning outcomes of the course.