The present study was aimed at mapping the model configurations of project-based learning implemented as curricular activities in several vocational schools in the municipality of Malang. For the purpose, an exploratory survey and in-depth observation were performed at 8 vocational schools, offering 14 vocational programs and involving 24 teachers and 62 groups of students, each of whichconsisting 2-5 students. The study found: 1) the project-based learning modes in several vocational schools in Malang could be categorized into three model configurations characterized by the implementation of the very simple to the complex and ideal ones. The first configuration placedproject work as a medium for the development of vocational skills and the teachers played dominant roles in the completion of students' project works. The second configuration placed project work as a medium for putting theoretical and practical learning as close as possible, but teachers' control over project completion was still greatly dominant. The third configuration placed project work as amedium for integrating theoretical-practical learning, collaborative learning of solutions to contextualproblems provisioning more autonomy to the students in the decision making process for project work completion. The third configuration was considered as the most ideal model in project-based learning.