National bodies of nursing have identified that nurse educators in undergraduate nursing education need to incorporate student-centered and evidenced-based instructional strategies to promote application of nursing concepts. Team-based learning (TBL) has been identified as an effective method of fostering a deeper understanding of content and facilitating application of concepts in complex situations in other professions. The purpose of this study was to describe the effect of TBL on baccalaureate nursing students. This study included two components: 1) a causal-comparative descriptive design for retrospective analysis of test items of students taught with lecture or TBL, and 2) a descriptive survey design for the analysis of a student survey. Comparisons of test items from 638 nursing students enrolled in sophomore and senior nursing courses taught with lecture or TBL and comparisons of students from upper and lower quartiles were conducted. Results indicated there was no overall significant difference between test items scores of nursing students taught with lecture or TBL. Further comparisons on the cognitive level of the 45 test items indicated no difference for students taught with lecture or TBL. An evaluation of nursing student responses on the Team-Based Learning Student Assessment Instrument © was performed. Students perceived higher levels of accountability with TBL than lecture but had a slight preference for lecture with a wide range of satisfaction scores with TBL. This study did corroborate with previous studies that TBL was at minimum equally effective as lecture for nursing students with high levels of student accountability for learning. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]