Within framework of National Foreign Language Project 2020 (MOET, 2008), K12 pilot English textbooks series have been adopted as official curriculum in almost every high school for the last two years. Designed to orient communicative approach, each of units in the textbook series contains a project segment which is supposed to be quite challenging for in-class implementation. Among various approaches, Project-Based Learning, a dynamic classroom approach which is believed to help students acquire deeper knowledge through active exploration of real-world challenges and problems (Edutopia), is favored by many K12 educators. However, PBL practical applications are various from schools to schools and teachers to teachers. The authors of this paper would like to share her experiences incorporating a project applying Project -Based Language Learning (PBL) and multi-disciplinary approach in specific units of Tieng Anh 10 textbook within her school curriculum. Firstly, from pedagogical theory and the literature review summary on related studies, the deployment of PBL as a renovative teaching methodology will be given. Secondly, demonstration of multi-disciplinary English projects named “Your Body and You”, and “Cultural Diversity” which were successfully implemented in the authors’ institution will be introduced. Finally, the presentation offers some recommendations for high school English teachers to conduct their own projects based on K12 English textbook series in conformity with PBL approach's principles. Key words: K12 English textbooks, PBL, multi-disciplinary approach