The number of project-based organizations has increased in recent times, as has the teaching method of project-based learning. These two phenomena are related but little research has been conducted to examine the relationship between them, especially from a skills development perspective. Hence the first purpose of this study is to compare the skills that are necessary for work in a project-based organization with the skills that are developed in learning through project-based learning. Furthermore, the pandemic brought on a digitalized work environment for students in higher education.  Therefore, the second purpose of the study is to examine the changes in skills development during digitalization, especially for students who work with project-based learning.    A dual case study conducted in a qualitative manner has been administered to acquire both the project-based organization and the project-based learning perspective. To gain these perspectives, three students at Linköping University, who have worked extensively with project-based learning, and three employees at the project-based organization WSP Sweden AB were interviewed. The interview data was then thematically categorized and discussed.   The results suggest that communication and collaboration skills were developed by working through project-based learning. These skills were also specifically pertinent for work in a project-based organization. However, they were more difficult to develop during digitalization while they grew more important for project-based organizations. Moreover, it was found that tacit knowledge was more relevant for work at WSP Sweden AB, while explicit knowledge was more relevant for studies at Linköping University. During the digitalization of the Covid-19 pandemic, group constellations and project team constellations had significant similarities, while motivation occurred differently in project-based learning compared to project-based organizations.