In accordance with the changing scope of culture learning (CL), i.e., intercultural knowledge development, since the 1990s onwards, this study intends to explore the potential of CL through project work concerning intercultural knowledge construction and its experiences within a preservice English teacher education. In other words, the research employs project-based learning (PBL) as a tool to incorporate the principles of constructivism and experiential education. This study modified Stoller’s (1997) PBL model into a seven-step sequence, which was embedded in the midst of a CL course for eight weeks. The study used three data sources collected from eleven participants: group projects, weekly journals, and post-project written reflections. The results are as follows. First, students showed intercultural knowledge construction by: 1) producing four projects, each for a cultural topic of Korean, American, and other international cultures; and 2) expressing they built deep intercultural knowledge, understood the interwoven nature of culture, and developed genuine interest in the cultures. Second, the study identified four perceived PBL’s benefits: metacognitive skills practice, language practice, student-centered active learning, and integration of PBL theory and practice. Finally, PBL’s challenges were identified: many time-consuming tasks, insufficient language competence, unfamiliar cultural topics, and being unaccustomed to student-centeredness.