Abstract:  The impact of project-based learning (PBL) and experiential learning at rural higher education institutions in Pune District, Maharashtra, is investigated in this study. Rural institutions are largely dominated by traditional lecture-based teaching approaches, which often fail to foster students' creativity, problem-solving skills, and practical knowledge. The purpose of this study is to assess the ways in which PBL and experiential learning strategies improve student engagement, academic achievement, skill development, and employability. Primary data was gathered through surveys and interviews with 200 students and 40 faculty members from 10 rural institutions in the Pune District using a mixed-method approach. NEP 2020 guidelines, scholarly studies, and institutional records were the sources of secondary data. Results show that PBL develops cooperation, critical thinking, and practical problem-solving abilities. Its widespread adoption is hampered by issues including poor infrastructure, a lack of teacher preparation, and technology limitations. The study's recommendations for enhancing experiential and project-based learning in rural higher education include systematic teacher development, more financing, and the incorporation of community-based initiatives.