This quasi-experimental study compared various outcomes of team-based-learning (TBL) (n = 67) and more traditional lecture-based instruction (n = 66) in a community college introductory psychology course and found no differences in knowledge of course content, attendance, or course retention. However, student self-reports indicated that, compared to lecture students, the TBL students perceived that they had achieved more significant gains in achieving course objectives, had acquired more "soft skills," and rated the instruction more favorably. Alleged instructional differences in critical thinking and analysis were not examined in the study and remain important topics for future studies.