Introduction: Gestational diabetes mellitus (GDM) is becoming more common worldwide, highlighting the need for accurate blood glucose monitoring during pregnancy. The Oral Glucose Tolerance Test (OGTT) has been the standard for diagnosing GDM, but various factors can affect its accuracy, such as how well patients understand the test preparation and procedure. Innovative patient education methods, like the teach-back technique and e-learning, might help improve comprehension and adherence to OGTT protocols. This study explores how these two methods compare to traditional instruction in improving patient performance and outcomes during the OGTT. Materials and Methods: We conducted a randomized controlled trial with 300 pregnant patients at a tertiary care hospital. Participants were randomly divided into three groups: e-learning, teach-back, or conventional (control). The e-learning group watched an animated video explaining the OGTT process, while the teach-back group received one-on-one training from a technician. The control group received the usual brief instructions. Before and after training, participants answered a questionnaire measuring their knowledge, confidence, attitude, activity levels, and satisfaction with the training. Results: Both e-learning and teach-back methods led to significantly higher knowledge and confidence compared to the conventional method. The average knowledge scores for the e-learning (8.47) and teach-back (8.49) groups were notably higher than the control group (7.55). Analysis showed that both e-learning and teach-back were significantly better than the conventional method in areas such as knowledge, confidence, attitude, and satisfaction (p < 0.001). Interestingly, the teach-back and e-learning groups showed similar outcomes in terms of knowledge and satisfaction, but both outperformed the conventional method. Discussion: The results suggest that both e-learning and teach-back techniques are effective in improving patient knowledge and engagement, with e-learning offering the advantage of accessibility and flexibility. These methods not only help patients understand the OGTT better but also improve their confidence and overall experience. While traditional face-to-face methods have been the standard, digital tools like e-learning provide a valuable supplement, especially for busy or remote patients. Conclusion: This study demonstrates that e-learning videos and the teach- back method are highly effective in educating pregnant women about the OGTT, leading to better knowledge, higher confidence, and improved satisfaction compared to conventional instructions. Combining these modern educational methods with traditional ones may provide the best of both worlds, offering personalized care while improving patient outcomes. By integrating these approaches, healthcare providers can ensure that pregnant women are better prepared for their GDM screening, ultimately leading to better health for both mothers and babies.