Background: Team-Based Learning (TBL) has gained prominence in medical education for promoting active learning and critical thinking, especially within pre-clinical settings. Despite widespread integration of TBL, medical students’ attitudes toward this instructional strategy remain diverse and influenced by factors such as teamwork dynamics, content mastery, and learning autonomy. Methodology: This cross-sectional study, conducted at Khyber Medical University, involved 115 pre-clinical medical students. A structured questionnaire assessed students’ perspectives on TBL in terms of engagement, collaboration, and knowledge retention. The data were analyzed quantitatively to determine levels of satisfaction and perceived effectiveness. Results: The findings reveal a generally positive attitude toward TBL, with students appreciating its role in enhancing their learning experience. Approximately 78% of participants reported improved understanding of complex topics, while 82% felt TBL helped build essential teamwork skills. However, challenges such as time constraints and uneven participation were also reported. Conclusion: TBL positively influences pre-clinical medical students’ learning experience, fostering both academic and interpersonal skill development. Addressing the challenges identified could further enhance TBL's effectiveness as an instructional method in medical education.