This case study reviews the impact of the design and implementation of Arts projects in secondary teacher training that aim to introduce a gender perspective. Students work as an artistic group where each individual contributes from his/her field of knowledge. The teachers of the course propose an initial challenge and provide a follow-up during all the process offering assistance and documentation when required. The research allowed us to know the degree of acceptance and future use of project-based learning in the professional activities of our students. Personal commitment with projects can be enhanced by experiencing projects directly during course study.