This article deals with socio-political issues, as perceived by twenty-one students of the Master's program in Environmental Sciences of Centre d’étude et de recherche en environnement (CERE) of Gamal Abdel Nasser University of Conakry, during the implementation of problem-based learning (PBL) as part of an environmental education (EE) course. Spread over five months (from January to May 2011), this implementation aimed at developing skills associated with the field of EE for these students. The socio-political issues of the dynamics of implementation of PBL are presented and discussed in order to identify avenues to explore for the development of skills associated with the field of EE for these students.