This article sets out to offer the reader an opportunity to engage with our emerging ideas about a reflective, person centred model for students and facilitators using problem‐based learning (PBL). The model developed initially through several strands of qualitative inquiry including research with students, immersion in the existing literature and a reflexive approach to our own work. We feel it enables the user to explore key challenges of PBL curricula through the interactive elements of readiness, congruence, group dynamics, communication and environment with the person being pivotal to the process. It is suggested that the model offers an opportunity to consider crucial questions in the successful implementation and development of PBL practice and requires users to challenge their own thinking. It is a tool for individuals, groups and organizations involved in PBL.