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The purpose of this paper is to present the results of a study into how student attributes influence their experience of problem-based learning (PBL) in virtual space. Some engineering faculties in Australia are turning to the PBL paradigm to engender necessary skills and competence in their graduates. At the same time, due to economic and other factors, some faculties are moving towards distance education. Logically, questions are being asked about the effectiveness of PBL for technical fields such as engineering and surveying when delivered in virtual space. This paper outlines an investigation of how student attributes such as final course grade, age, academic study major and interaction with their team facilitator affect the student learning experience in PBL courses offered in virtual space. A phenomenographical study was carried out on a suitable PBL course. A frequency distribution was then superimposed on the outcome space to assist analysis and to aid interpretation of results. This frequency distribution was then used to analyse the effect of different student attributes on the learning experience. It was discovered that the quality, quantity and style of facilitator interaction had the greatest impact on the student learning experience. This highlighted the need to establish consistent student interaction plans, and to set and ensure compliance with minimum standards with respect to facilitation and student interactions. The findings also have ramifications for future staff professional development activities before starting as facilitators in these courses. [ABSTRACT FROM AUTHOR]