Problem-based learning as a teaching approach has been object of several experiments in CAAD education. However, we argue in this paper that such experiences have been limited to isolated courses within programmes, rarely affecting the whole CAAD curriculum. We identify as the cause of this gap the inherent contradictions between the traditional curriculum and the nature of design process. We then describe a PBL-oriented implementation of a post-grad CAAD curriculum which has as its major objective to better simulate a professional experience by inducing enforced recurrence along the programme’s structure.