Introduction: The present study examined the extent to which problem-based learning (PBL) as a learning context influence the attributes of self-directed learning process (SDL) indicated in Candy’s four dimensional model of SDL. The model has four components related to SDL; personal autonomy (PA), self-management in learning (SML), independent pursuit of learning (IPL), and the learner control of instruction (LI). The study also investigated aspects of PBL that supports the development of SDL in medical students. Methods: Undergraduate medical students at Melaka Manipal Medical College (MMMC), Manipal Campus, Manipal University, India were requested to respond to a questionnaire on a 4 point Likert scale (4 = Strongly agree, 3 = Agree, 2 = Disagree, 1 = Strongly disagree), focusing on Candy’s model of SDL. For the first four items, they were requested to indicate the reasons for the scores they have given. Additionally, students were also requested to mention two or three attributes of PBL that supported SDL, in the same questionnaire. Results: Eleven, five, and two items pertaining to self-management of learning (SML), independent pursuit of learning (IPL), and learner control of instruction (LI) respectively were found to have obtained a positive response from more than 75% of students. Relatively low response rates were observed for Item 10 (53.6%), Item 11 (54.5%), Item 14 (54.5%) and Item 17 (50%). Conclusions: The present study revealed that even though majority (˃75%) of students were found to have aspects related to all four components of SDL mentioned in Candy’s model, some behaviours related to independent pursuit of learning as well as learner control of instruction were found to be below the expected level. This finding implies that tutorial group functioning and case design, which are pivotal factors influencing SDL of students in PBL, are the areas which needs refinement in the present PBL context