The English language holds a central place in Malaysian learning since it is among the fundamental subjects that students must score well in academic and working life. This research aimed to examine teachers' perceptions concerning the advantages and challenges experienced in using Project-Based Learning (PBL) when teaching year six primary school students in Malaysia on writing skills. The research explores how PBL promotes engaged student involvement, critical thinking, and collaboration in real writing tasks through message and email writing. The research, however, explores the challenges faced by teachers under teacher-student-centered and teacher-centered approaches when PBL is applied. The study considers an extensive literature review that combines Malaysian and foreign studies, showing the positive outcome of using PBL in the students' writing skills, and identifying the issues faced by teachers in applying PBL in teaching writing instructions. The questionnaire survey comprised 100 Year 6 primary school teachers in the Perak Tengah district. Quantitative data collection procedures were used, and data were analysed to identify the advantages and challenges faced by the teachers under PBL. The findings indicated that writing emails based on the PBL approach is effective compared to writing messages, and that there are challenges teachers face under the teacher-student-centered approach. Teachers summed it up that PBL is an effective teaching method if it is well-planned and facilitated.