The aim of my study is twofold. Firstly, I wanted to investigate students and teachers’ attitude toward the Project Method with special respect of their attitude to combination it with classroom work. The gained information would be of special importance as on the one hand, the Project Method proves to be an effective tool for motivating students, keeping them in schools and even making them enjoy lessons, and on the other hand its implementation is rather difficult in large scale systems. Organizing an entire curriculum around projects is almost unaccomplishable. Hungarian curriculum provides three times forty-five minutes for language learning in vocational education. There are nine topics1 that have to be dealt with during a year in 111 lessons. The number of lessons that can be devoted to processing a topic is defined. On average 12 lessons are provided for a topic. So, projects which are in the centre of teaching seemed to be not accomplishable on the level of language teaching, however, I also intended to find out whether it would be desirable at all to organize the curriculum around projects. Secondly, I wanted to survey the history of the Project Method as at times the Project Method emerged, flourished and then disappeared. I would examine the possible causes of attacks on Kilpatrick’s model .I also intended to examine how it works in theory and practice.