This study investigates the role of Project-Based Learning (PBL) in developing Numeracy skills in elementary mathematics education. The research aims to explore current practices, challenges, and opportunities of PBL implementation in Georgia's educational system, particularly within the context of student-centered learning approaches.

The study employed qualitative research methods, including:
1) semi-structured interviews with 22 teachers,
2) classroom observation of the learning process, and
3) analysis of students' attitudes toward PBL methodology. The participating teachers worked in both private and public schools.

The research revealed several significant trends: PBL is used more frequently in private schools compared to public schools. Most teachers implement this method through individual complex assignments, which limits the development of teamwork, leadership, and time management skills. The study identified a deficit of Georgian-language educational resources and the need for teacher preparation in PBL methodology. Despite these challenges, all teachers acknowledge PBL's effectiveness in developing digital skills.

The research findings suggest three main recommendations:
1) integration of PBL topics into mathematics teaching methodology syllabi;
2) development of specialized training courses for teachers;
3) creation of Georgian-language guidelines and resources that include both methodological issues and specific practical examples.

The results will contribute to implementing effective strategies for development of numeracy skills.

Keywords: Project-Based Learning, numeracy skills, transferable skills, elementary education, mathematics education.