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The purpose of this study was to investigate if the introduction of a Practice-based Learning (PBL) methodology and the provision of community services, by allowing students to have a more active role, reflects in greater engagement and, consequently, in a better learning perception. Two classes of Socio Environmental Management discipline were analyzed, evaluating 89 students from ninth and tenth semester. Observations occurred during a semester. In addition, questionnaires were applied, as well as individual interviews and several rounds of feedback. Results indicate greater engagement, less boredom perception by students and a need to leave the comfort zone, satisfaction in solving a real problem and the sensation of a deeper learning. However, there is a relevant gap on how students are accustomed to having classes in traditional methodology and this new learning approach, so strangeness and difficulty in adapting became evident. As a contribution, this study proposes an advance in the use of Practice-based Learning methodology, especially related to sustainability teaching process, and provides twelve suggestions on the transition to this approach, which can be useful to researchers, policy-makers and professors. Finally, the case study conducted in Brazil adds to the body of empirical knowledge from an under-researched part of the world and provides insights into how student's engagement can be reinforced through active learning methods
