Problem-Based Learning (PBL), a teaching and learning innovation based on the constructivist theory of learning, is to foster creative and independent learning. This paper discusses results of a research study set up to explore the obstacles to the implementation of PBL in three local universities of Hong Kong. The research took place in two stages, with interviewing followed by questionnaire administration. A total of 30 PBL tutors from three local universities were interviewed. Interview data indicate that there are three major factors hindering the successful implementation of problem-based learning, namely resources, staff appraisal system, and student responses to PBL. Based on the interview findings, a PBL teachers experiences questionnaire was generated. A total of 19 returns (67 percent response rate) were received. Analysis of the questionnaire data indicated that certain factors played a more important role in PBL implementation: culture of the universities (PBL versus non-PBL) and the experiences of faculty members (experienced versus non-experienced). PBL and non-PBL based universities differed in resource support and student acceptance, but they shared the commonality that the teaching reward system had a detrimental effect on the PBL initiative. Younger faculty members were more susceptible to change but they required a more supportive system.