Medical education approaches in the United States (US) are being taken to new levels that add a minor change on the traditional lectures, by incorporating not only knowledge in a student but also compassion and teamwork skills. Some of the implemented approaches in the US that are recently being used are Active Learning Groups, Interprofessional Education (IPE), Online Self-Learning Modules, Small Group Discussion, and Team-based Learning (TBL). The practice of the TBL approach is growing to cover most medical schools in the US, as it is considered to be a way to help physicians to become members of the pupils' teams with less hierarchical structure within the traditional classroom and more focus on the acquisition of problem solving skills. Medical universities in Lebanon have incorporated TBL sessions in their curriculum and their students are performing much better through exams rather than following traditional didactic lectures learning. In essence, students claimed that TBL motivated them to study on regular basis and that TBL aides them in actively learning from and teaching peers at the same time, which helped to improve students' performance scores. This paper encourages the implementation of TBL by stating and clarifying the components and usage of the TBL process. In addition, advantages, challenges and recommendations for a good TBL implementation are stated in the discussion to build up a strong argument to implement TBL in a Lebanese medical university.