The authors address three questions: (1) What are the foundational practices of team-based learning (TBL)? (2) What are the fundamental principles underlying TBL's foundational practices? and (3) In what ways are TBL's foundational practices similar to and/or different from the practices employed by problem-based learning (PBL) and cooperative learning (CL)? Most of the TBL vs. CL and PBL comparisons are organized in relation to the size of and strategies for forming groups/teams, the strategies for ensuring that students are familiar with the course content, the nature of the group/team assignments, the role of peer assessment, and the role of the instructor.