Students often struggle when it comes to engaging in the workplace environment during internships abroad. Similarly, organizations where students volunteer and intern are not always clear about how they would benefit from this partnership opportunity with students. The barriers to international and local travel imposed by the pandemic only complicated matters further for the year-long Arabic Flagship program in Morocco where internships are central to the mission of the program. This paper chronicles the adoption of a Project-Based Language Learning (PBLL) approach within the program curriculum in order to tackle both issues through a project called “Help My Association.” The project involved groups of advanced Arabic learners interning with Moroccan associations and organizations over one semester. The study focuses on how this hybrid PBLL project was designed and implemented initially in the virtual environment while students were U.S.-bound because of the pandemic and then overseas when international travel was allowed. Using a multi-method approach, the study also evaluates the effectiveness of this approach in developing these advanced learners’ professional Arabic language usage, their pragmatic and intercultural competence, and their 21st Century skills. Finally, the paper will delineate some of the challenges the program encountered in developing and implementing this hybrid project and will share lessons learned for future iterations of the project as well as pedagogical recommendations for the application of PBLL in other contexts.