This study investigates the educational value of a patent-oriented project-based learning (PBL) approach implemented within an undergraduate engineering design course. The intervention was embedded in an Agricultural Machinery Design course during the 2024-2025 academic year and involved 12 senior students enrolled in a Biosystems Engineering program. A qualitative-dominant single-case mixed-methods design was adopted, integrating descriptive survey data with qualitative evidence obtained from structured open-ended questionnaires and semi-structured interviews. The results suggest that the patent-oriented PBL activity was perceived as a beneficial learning experience, particularly in fostering creative thinking, innovation awareness, technical communication, and professional responsibility. Students reported gains in the use of technical terminology, understanding of engineering design processes, and appreciation of teamwork. Qualitative findings also revealed recurring challenges in patent writing, especially regarding novelty assessment, technical drawing, and group coordination. Despite these challenges, students emphasized substantial learning gains, including a clearer understanding of the patent system, the distinction between theoretical knowledge and practical application, and the value of collaborative problem-solving. Given the small sample size and single-course context, the findings should be interpreted as context-specific, but they provide practical insights for educators seeking to integrate innovation-oriented and patent-related activities into engineering design courses.