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Challenge-Based Learining is a STEM Education methodology that has been used as a collaborative and hands-on approach to encourage students to put their knowledge in practice by addressing real-life problems. Space Education is a field particularly suited to apply it, with hands-on research projects which require students to take actions and communicate their efforts in a multicultural, international scenario in order to produce an optimal response a specific goal. We herein present a successful Challenge-Based Learning Case Study which involves designing, implementing, and actually flying a microgravity experiment in parabolic flight. The Barcelona ZeroG Challenge is an international competition addressed to University students worldwide. It challenges students to build a team with a mentor, propose, design, build and fly their experiment in microgravity and finally communicate their findings. The experiment has to meet the requirements of a unique microgravity research platform available in Barcelona for educational and research purposes. More than fifty students have flown their experiments on board an aerobatic CAP10B aircraft in Barcelona in previous educational campaigns; having published their results in relevant symposiums and scientific journals. These campaigns have always attracted media attention. The current edition is underway with the winner team expected to fly their experiment before the end of 2022. This edition is jointly organized by Universitat Politècnica de Catalunya, the Barcelona-Sabadell Aviation Club and the Space Generation Advisory Council. Up to fifteen projects have been submitted to this edition, an unprecedent number so far. A panel of experts from the European Space Agency Academy conducted the selection of the winner team, who receives a 2500 euros grant to develop its experiment, aside from the opportunity to fly it in parabolic flight. Furthermore, students from our own University have also the opportunity of designing and testing their microgravity experiments during their studies. Principles of Challenge-Based Learning are herein described as well as how this methodology is applied to this Case Study. Results from our experience are very satisfactory as most of the students who have been involved in it perceive this experience as a boost for their careers. Three key factors to success have been identified: a strong involvement from students' associations, a need for international cooperation and the quality of the students’ mentoring. The experience can be of interest for other organizations to conduct a successful CBL educational project