This study descriptively examines the implementation of a student-centered Project-Based Learning (PBL) approach in fluid mechanics and heat transfer laboratory courses at major university located in south India during the fall and winter semesters of the 2024–25 academic year. PBL promotes active participation, experiential learning, and real-world problem solving, aiming to strengthen conceptual understanding, critical thinking and practical skills beyond traditional lectures. Structured survey feedback was collected from 47 students from the fluid mechanics course and 38 students from heat transfer course and analyzed to assess learning outcomes. Students responses were strongly positive: 91.5% fluid mechanics and 97.4% heat transfer students values the project-based assignments, while classroom support was recognized by 100% and 94.7% respectively. All fluid mechanics students and 97.4% of heat transfer students reported an improved understanding of core concepts, and confidence increased to 95.7% and 100% of them, respectively. The main challenges were material collection (40.4% and 52.6%); team management caused minimal difficulty. Overall, the findings show that PBL significantly enhances comprehension, self-directed learning, teamwork and practical problem solving, highlighting its importance in modern engineering education.