The classroom action research was to study the results of self-directed learning for project evaluation skills of undergraduate students. Subjects were 50 undergraduate students. Research instruments comprised: a) 8 week lesson-plans for the experiment,b) student readiness for a self-directed learning scale, c) a scale for measuring project evaluation skills, and c) a questionnaire on teaching strategy for self-directed learning. The findings revealed high scores for students with regards to readiness for self- directed learning. After employing the teaching strategy for self-directed learning, students reported higher scores for their knowledge of project evaluation, compared to teaching strategy for self-directed learning. Students’ project evaluation knowledge and skills were significantly correlated. Overall, students’ scores for their satisfaction regarding the teaching strategy for self-directed learning were high.
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