The article examines the role of project-based learning in teaching Russian as a foreign language. It outlines the theoretical foundations of the project method within the framework of communicative and activity-based approaches and highlights its significance for the development of linguistic and sociocultural competence. Special attention is given to the methodological principles of organizing project work, its implementation stages, and the types of projects used in RFL teaching practice. It is emphasized that involving learners in project activities fosters autonomy, critical thinking, and motivation to study the language, while also integrating linguistic knowledge with practical intercultural experience.