Previous research has shown that problem/project-based learning (PBL) environments can effect positive changes in student attitudes and beliefs about learning. Although there has been interest in problem/project-based learning in the PER community as an active engagement strategy, most work done to date has focused on introductory courses with little attention paid to the transformation of student attitudes and epistemologies. Guided by this past work on PBL, this paper describes preliminary research in an upper-division quantum mechanics, a junior/senior level course at Creighton University, which was taught using PBL pedagogy with no in-class lectures. Growth and changes in student epistemologies as a result of the non-traditional pedagogy are presented. In particular, students emerged from a project-based course more confident in their abilities to dig into the textbook and seek out and find literature. Students reported that PBL pedagogy better prepared them to be in charge of their own learning. Finally, students felt more confident to confront realistic, research-like problems and to succeed in future graduate work.