Our research traced significant learning experiences of teachers (n=55) studying in a teacher-training college for a Master's degree, in the attempt to understand how the learning experience in an online course on the PBL approach influenced their role-perceptions as teachers working in the digital age. Data was collected from 2014-2016, using: (1) a questionnaire gathering learners' personal and demographic details (n=55) and (2) reflective writings on the learners' learning experiences in the course (n=105). Data underwent qualitative-constructivist content analysis. Findings revealed four main aspects evident both in the personal experiences of the participating teachers and also in their consideration of the significance of those experiences for their role-perception as teachers in the digital era: namely, the personal, pedagogic, social and managerial-organisational aspects. The manner in which the PBL approach was learned online directly influenced the teachers' learning experiences and also influenced the shaping of their role-perceptions. Practical implications of the research relate to teachers' socialization in the digital age. The findings indicate that teachers should be given access to a learning experience combining online learning and teaching practice to allow them to form their role-perception as digital age teachers.