“Life is one big project. The trick is in managing it” (Maylor, 2010) When we speak of Project Management, we are inevitably envisaging the management of business projects which may occur across a multitude of commercial and social organisations. We define a project as “a unique, transient endeavour undertaken to achieve planned objectives” (Association for Project Management [APM], 2012) We embrace the concept of a positive business case as the sine qua non to justify proceeding. In the business world, we readily adopt this structured and logical approach to articulating our strategic goals, defining the benefits we seek to realise, calculating the costs, evaluating our options and appraising our risks along the way (APM, 2017). We have skilled and experienced Project Management practitioners capable of guiding these business projects through to completion, navigating the constraints of scope, time, cost and quality. In Maylor’s musings we have a radical departure from this mainstream view. Here we have the concept of Life being viewed as a series of related tasks which can be planned and managed as “one big project”. Is it a valid view? In the sense that Life is temporary, unique and has a purpose, Maylor’s quotation is valid. In theory, the tools, techniques and skills of project management can be applied with equal efficacy to any endeavour that meets the project criteria of temporariness, uniqueness and purpose, including “life projects”. This mindset is the driving force at the heart of growing interest, in the Project Management world, in a concept which may be loosely termed “project skills for life”. Academic studies have begun to explore the potential developmental and social benefits of teaching project skills to children via “project-based learning” in the classroom. By and large, the concept remains a new frontier, of interest mostly to charitable organisations and intrinsically motivated volunteers(like me). During 2016, one such volunteer-led “project skills for life” initiative was devised to explore the feasibility and potential socio-cultural benefits of empowering an “at-risk” community group, in this case ESL (English as a Second Language) migrants in the process of cross-cultural transition, with a basic set of project management “skills for life”. The “Life is a Project” (LIAP) initiative was conducted in Ealing, West London, as a series of weekly project skills workshops, deliver to a small group of ESL participants, in a zero-cost community venue, over a five-week period. A basic curriculum was developed to introduce the concept of a project-based approach to life-task planning and achievement. Language-graded, visual training materials were developed to demonstrate a simple, five step Imagine-Plan-Do-Check-Achieve project life-cycle approach to the pursuit of life goals. During the workshops, fundamental concepts of project management, tools and techniques were reinforced with practical “life project” applications defined by participants.The programme culminated in the planning and delivery of a community-based project – a fund-raising “Refu-tea” party in support of the British Refugee Council. The LIAP initiative proved the concept that a “demystified” set of project management skills, tools and techniques can be shared successfully with the wider community. LIAP participants embraced these new skills enthusiastically, participating actively in team-based activities and developing their own personal life project plans. In one exceptional instance, the participant pursued her workshop project through to the real-life launch of her business concept.