Team-based learning (TBL) is an instructional strategy that promotes small group learning and peer instruction in a large class environment. TBL is structured to include the following steps: 1) student preparation, e.g., reading/reviewing course lectures, and 2) readiness assurance testing. Preparation and foundational knowledge is assessed on an individual basis first. Subsequently, students retake the readiness assurance test in their teams using immediate feedback assessment technique lottery-style scratch cards (Epstein Educational Enterprises). The combination of peer instruction and immediate feedback lets students first address team knowledge gaps. The facilitator(s) can review the immediate feedback assessment technique cards and discuss any apparent foundational knowledge gaps before moving onto the final step. 3) a group application exercise. This is a series of questions designed to task teams with applying and synthesizing their knowledge with external resources to solve and discuss specific problems that reflect similar real-world issues. One application question method used during TBL that gets students moving, thinking, and talking is a gallery walk. A traditional gallery walk requires teams of students to rotate between stations to answer or build on other teams' answers at each station. The faculty person needs to identify the question or problem for each station. Once all teams have visited each station, presentation and discussion by the class follows. In this article the authors describe how they implemented a prescribed gallery walk method to improve time management, reduce confusion over material presented on other teams' products, improve student ownership/comprehension of material, and reduce stress for both student and facilitators.