This paper examines the changing roles of students and teachers in Problem Based Learning (PBL)
programs. Beginning with an analysis of the more traditional Subject Based Learning (SBL) methods,
I look at the limitations of SBL, the subject positions it forces, and the reasons why PBL programs are
becoming more dominant. After discussing the underlying theories that inform PBL programs and
analysing the needs and demands of them, the second part of this paper will give an account of the
inaugural PBL program in English Literature at a Tokyo Medical University.