This study investigated the effectiveness and impacts of process prompts on students’ learning and computer self-efficacy within the technology-enabled project-based learning (PBL) context in an undergraduate educational technology course. If the aim is to prepare prospective teachers to effectively, efficiently, and engagingly use technologies in changing professional circumstances, it is important to provide learning tasks that are not only authentic and meaningful, but also strengthen computer self-efficacy. Technology-enabled PBL with the assistance of process prompts was used to elicit prospective teachers’ perceptions of their learning experiences in past courses in the program to help them integrate knowledge acquired prior to solving instructional problems and to assist them in self-assessing their own knowledge. Thirty-five prospective teachers enrolled in a Web-Based Instruction for English Language Teaching (ELT) course worked collaboratively for a duration of four months in groups of five to complete a project. Collected data included surveys, interviews, final projects, and reflections. Students’ interviews and reflections revealed that process prompts were important in facilitating problem-solving efforts; they support metacognitive thinking, and facilitate the construction of knowledge in technology-enabled PBL. The surveys showed significant gains on students’ computer self-efficacy after the completion of technology-enabled PBL. The findings contribute to the field of technology education through PBL and provide a point of reference for other teachers who want to implement PBL in their curricula. The implications of the approach for the use of technology-enabled PBL for teacher education are discussed.