Project-based learning (PBL) is regarded as one of the most effective teaching methods for enhancing students’ comprehensive abilities, and its wide application is the key to its effectiveness. This study adopted a quantitative research method and designed a cross-sectional survey to explore the obstacles encountered during the application of PBL. The study first constructed a scale covering five dimensions: school-level attention (SLA), enterprise demand (ED), teacher commitment (TC), student participation (SP), and the effectiveness of evaluation feedback (EEF). This scale was used to collect the perceived evaluations of the actual application of PBL from the teacher group. The research results showed that teachers generally held a “relatively approving” attitude towards the application of PBL, and TC and EEF were the core intrinsic driving force(IDF)for promoting PBL; SP played a key bridging role; while the scores of SLA and ED were relatively low, the lack of external support forces(ESF)became the main bottleneck for the application of PBL. Additionally, the analysis of demographic differences showed that there was a significant difference in the dimension of SLA between genders. Female teachers placed greater emphasis on the policies and resource support from the school. The study suggests strengthening teacher training and resource guarantee, improving school-level policy support, deepening school-enterprise cooperation, and forming a multi-party collaborative mechanism.