This article draws on our experiences in project-based learning and in particular our experiences in facilitating a group of paramedicine students tasked with the responsibility of evaluating clinical simulation debriefing sessions. Using critical reflection as the research methodology, we unearthed and reworked our experiences in this project, especially the experiences of one of us, Sandy, who took on role of project facilitator. The article identifies the importance of alignment between student and teacher in project-based learning and a set of principles are offered to guide and support this in project-based teaching. These principles include open communication and respect, the suspension of conventional belief, and reflection on professional practice.