1 Multi Colors: An International Journal of Educational Research and Theory Vol. 2(1), 2019-20 Honors Students’ Perceptions of a Course Using Project-Based Learning Addressing Multiculturalism Preparing Them to Pay It Forward Hava E. Vidergor Hadas Shelly-Huber Rhonda Sofer Gordon Academic College of Education, Israel DOI:https://doi.org/10.33496/multicolors0201 Abstract This study examined perceptions of honor students (N = 30) studying at a college of education in Israel regarding the contribution of a course using project-based learning (PjBL) to their competencies and preparing them to pay it forward. The course aims were to expose students to PjBL in the topic of diversity, plan and carry out community involvement projects, and gain insights for future application. Student were asked to evaluate the course objectives. Research tools comprised a diary and a semi-structured interview. Analysis using grounded theory yielded three categories of student development: cognitive, personal-leadership, and pedagogical competencies. Findings indicate that honors students have acquired cognitive competencies related to knowledge about multiculturalism and children’s rights, as well as problem-solving skills. They have developed personal and leadership competencies such as group management and decision-making, as well as pedagogical competencies gaining a deeper understanding of PjBL and how to apply it. Findings may suggest that honors students have benefited from the combination of ideas on living together using PjBL and preparation for paying it forward. Implications for general teacher education are discussed. Keywords Multiculturalism, teacher education, pre-service teachers, student perceptions, project-based learning (PjBL)