During the second year of their Education Master's, French novice teachers in Engineering or Design and Technology have to learn how to design tasks and activities to develop pupils' skills, capabilities, and knowledge. To achieve their tasks, they must follow the curricular requirements and train with their fellow students, along with their own teachers and tutors. In such a situation, do the novices assimilate collaborative learning practices when designing)? What if they have to insert partnerships in their 'project-based learning' design? How do they react and what do they do? In order to answer these questions, research was conducted based on activity analyses of two classes of novice teachers (using questionnaires; interviews; activity tracks of artifacts and action research). The groups were observed in 2014–2015 and 2015–2016. The students were in multidisciplinary teams. Each team had to design a multi-technological project, to draw up specifications, and to adapt the project to include multidisciplinary pedagogical content for their own students. Each stage led to communication of the completed work. The outcomes highlighted struggles within teams during the time that the novice teachers had to make up teams, carry out the project, and shape the pedagogical content. Team members also found a way to work together and to organize their activities. If the apprentices did not see the goal of the learning situation, they found it senseless and disputed the exercise. Those teams who tried to tamper with the required tasks needed the strongest guidance. Team members felt the need to link the projects to their actual learning and teaching field. Finally, participants achieved their goals of fostering PBL situations and fostering design partnerships.