A small group of faculty at Salem State University representing the disciplines of Chemistry, Finance, Geography, Political Science, and Social Work implemented a Team-Based Learning (TBL) model in their courses to explore its efficacy for increasing student engagement. Surveys were used to collect pre- and post-data from students to determine the extent of change in their perceptions of TBL. The data showed that TBL not only heightened students' self-awareness of their learning capabilities but also revealed that students had an affinity for TBL, often preferring TBL courses over traditionally structured courses.