This Paper seeks to show that the introduction of Problem Based Learning (PBL) is not merely an 'alternative' pedagogy, rather PBL can serve as a precursor in education of a fundamental paradigm Shift. The first part of this Paper argues that education is not static, nor consensus driven for its curriculum is essentially a contestable arena. The second part then develops this theme by showing that language assessment is also a highly contestable arena, that testing has little connection with the real language being used either inside or outside of the classroom. The account of current curriculum and pedagogic developments at the HKIED which links these two parts, illustrates Problem Based Learning serving to 'move' teacher trainees from being passive acceptors to becoming active questioners.