The purpose of this study was to describe learner perception, expected competence, and factors influencing satisfaction with team-based learning in a nursing course. Four-hour TBL sessions were given in a structured three-phase sequence for a cohort of 139 second-year nursing students. TBL was found to be an effective instructional strategy inducing team learning and self-directed learning. Nursing educators should improve TBL quality by focusing on the student team learning process.