The purpose of this report is to determine the effectiveness of Project Based Learning (PBL) as a learning strategy in the subjects of the Structures area, in Civil Engineering Programs. A qualitative approach and descriptive design are proposed. Within the teaching strategies, there is a direct relationship between the concepts of mechanics with a practical application of everyday reality, based on observation for its demonstration. The continuous updating of learning in civil engineering opens a challenge to teachers, making it necessary to point out to students that their learning must contain a critical spirit. In the investigations carried out, it is found that the PBL is configured as an effective didactic method, more efficient than the method that combines the expository and the realization of problems by the teacher, significantly raising the academic performance. Finding that in the comparative study between the PBL and the Traditional Expository Method (MET), positive differences were obtained in favor of the PBL in the highest average grade and the highest number of passed. Having found that of the students who pass the control test in the MET of 58%, it rises to 73% in the students who followed the PBL method in the case of students of the Construction course, a similar situation results in the comparison of the students of the irrigation engineering course.