Team-based learning is an instructional method of specifically structured in class team activities that has been proposed as an alternative to traditional lecture methods. Proponents of TBL claim that it promotes aspects of learning that traditional lecture methods do not. There have been numerous studies examining the benefits of TBL; however, there still remain gaps in the research, specifically, few comparative studies with equivalent courses and little variety in student populations. The purpose of this study was to determine whether there are significant differences between TBL and lecture in regards to learning, course evaluation, and behavioral outcomes for undergraduate students in an introductory psychology course at a community college. A quasi-experimental, single-blind, study compared content knowledge, course evaluations, attendance, and retention rates for TBL (n = 67) and lecture (n = 66) groups. Multiple linear regressions showed no significant differences between instructional methods for knowledge of content, attendance, nor retention rates. Significant differences were found for eight of 21 course evaluation items, all of which favored TBL. The results indicated that TBL was as effective as lecture for learning course content, promoting students' attendance and retention. TBL was superior to lecture for several course evaluation outcomes, including student perceptions of course satisfaction, behavioral and learning objectives. Further research is needed to determine whether students' perceptions are reflective of differences in actual learning and behavior. Future research should also consider other methods for assessing learning, different subject areas, and other student populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]