Team-based learning (TBL), although found to increase student engagement and higher-level thinking, has not been examined in the field of speech-language pathology. The purpose of this study was to examine the effect of integrating TBL into a capstone course in evidence-based practice (EBP). The researcher evaluated 27 students' understanding of EBP, perceptions of how TBL influenced their learning, and confidence that they achieved course objectives. Students' responses on individual and group assessments, an exhaustive description, and a pre/post-course survey provided evidence of their achievement of the course objectives. Student rating and ranking of course elements indicate the perceived value of group learning and assessment. In addition, students also reported increased confidence on many of the course objectives.