Challenge-Based Learning (CBL) has been described as a process of collaborative engagement with student peers, academics, and stakeholders to develop solutions to real-world social, technological, environmental and economic challenges of urgency and significance. While the educational research literature base for CBL continues to develop, little has yet been written from the perspective of those in CBL leadership roles. Exploring an identified gap, this study has a specific focus on perceptions of CBL among those leading its implementation in the European Consortium of Innovative Universities (ECIU). This qualitative study employs a case study methodology to gain detailed insights from a variety of perspectives. Nineteen semi-structured interviews were conducted with those leading CBL implementation in various capacities across ECIU. Participants were asked about how they understood the term CBL and what they saw as the barriers and enablers to its successful implementation in practice. In keeping with the researcher’s interpretive stance, a six-stage process of reflexive thematic analysis (Braun and Clarke, 2021) was carried out to analyse the data. Findings indicate that although CBL has certain defining characteristics, it is being conceptualised and adapted in various ways at institutional level. Building on previous definitions, an emphasis on societal impact and student leadership was evident. Barriers to CBL implementation include a lack of time and space to develop deep engagement with external stakeholders, lack of funding, and sometimes inflexible institutional systems and structures. Enablers to support CBL implementation include greater recognition of the effort of innovative teaching, an appropriate range of professional learning opportunities, aligned institutional vision, and curriculum design support. This professional doctorate study aims to contribute to the knowledge of factors that should be considered by university leaders, teachers, and policymakers when embedding CBL in higher education contexts.