Team-Based Learning (TBL) is a highly structured instructional strategy that is frequently employed in education. This innovative flipped classroom design is a useful tool for encouraging students’ engagement, learning, and active participation. To assess whether a Team-Based Learning (TBL) educational model was effective in enhancing student learning and engagement, this study was carried out to assess a TBL educational model in undergraduate courses at BITS-Pilani, Pilani Campus; Plaksha University (PU); and, Noida Institute of Engineering and Technology (NIET), Greater Noida, India. The TBL intervention approach was implemented in tutorial classes for sophomore-year biology students at BITS, in the courses of Genetics and Integrated Biology; a freshman-year course of Engines of Life at PU, and a junior-year course of Probability and Statistics Using R at NIET. The students were required to study on the particular topic both individually and in groups. Each TBL session began with a readiness assessment test (RAT), which the students had to finish in two different ways: first, they had to respond to the questions on their own (individual Readiness Assurance Test, or iRAT); second, they had to collaborate in groups to find a solution (team Readiness Assurance Test, or tRAT); and third, they had to finish an optional team-based non-evaluative application exercise. The findings demonstrated that groups of students outperformed individuals in most cases, and there was a significant difference in the teams that scored higher than the individual scores because of the TBL techniques, which supported student-centred learning by enabling an interactive learning environment. Students found TBL to be a more engaging and enjoyable learning experience than the traditional format. The students found that the TBL sessions aided in their comprehension of the topics in the select courses.