This study investigates the influence of project-based learning (PBL) on critical thinking among primary school teachers. PBL is characterized by real-world contexts, student-centered approaches, and inquiry-based methods. The study explores how PBL influences creative skills, problem-solving, and collaboration skills in primary school teachers. Three hypotheses were formulated to give direction to the study. A descriptive survey design was used for the study. The population of the study comprised 3,058 primary school teachers in Calabar Education Zone of Cross River State. The sample was made up of three hundred (300) teachers selected from the sampled public primary schools. A questionnaire titled, project based learning and critical thinking questionnaire was developed by the researchers to gather data from the respondents. Data obtained from the respondents were analyzed using ANOVA. The results show that PBL has a positive effect on creative skills, with teachers demonstrating improved creative thinking, problem-solving, and collaboration abilities. The findings suggest that PBL is an effective instructional approach for developing creative skills in primary school teachers, preparing them for success in an increasingly complex and dynamic world. Based on the finding of the study, it was recommended among others that teachers should create a more engaging, effective and relevant learning environment for their teachers by incorporating PBL into their instructional practice.