The new curriculum for tertiary education promotes independent learning and strongly encourages teacher educators to make the instruction more learner-centered by employing learning activities such as project-based learning (PBL). In PBL, student teachers collaborate in solving a problem to achieve a particular goal, resulting in a product as the outcome. To evaluate their learning, student teachers need to reflect on the process of collaboration so they can improve their performance in the future. The present study describes the reflection of EFL student teachers after they completed a project of making posters about English language teaching methods. Thirty student teachers participated voluntarily in this study. They worked in groups to devise a poster about a teaching method, such as the Audio-lingual Method, Communicative Language Teaching, Direct Method, and others. Afterwards, they reflected individually and in groups about their learning experience in the project, writing what they did well and what they needed to improve in a reflective journal. The findings showed the student teachers believed PBL not only increased various aspects of their cognitive abilities but also provided opportunities to gain social skills. Based on these findings, the implications were recommended for the content courses in teacher training.