Introduction: Building functional and cohesive teams is an essential component of creating a successful TBL environment and fostering high-level intra-team discussion.  Our aim was to increase students’ autonomy and responsibility for self-learning by setting team and faculty expectations in a collaborative, lively manner prior to the TBL sessions. Our secondary aim was to assess the students’ understanding of biomedical study designs and skill level in literature searching. Methods: We piloted a novel team building activity at the start of an Evidence Based Practice course in the third year doctorate of pharmacy (P3) curriculum at the University of Minnesota College of Pharmacy. This course was structured to utilize TBL in five class sessions. The themed scavenger hunt was inspired by the American television show Survivor™ and focused on TBL teams working competitively to find their evidence-based practice themed team names (e.g., The P-Values) through a virtual scavenger hunt using literature searching techniques in PubMed. After finding their team names within the literature, they designed a team flag that included written expectations for fellow team members and faculty for the semester. The activity concluded with a debriefing on the relationship between expectation setting and team development. Results: Throughout the activity, students were highly engaged and motivated to work collaboratively with overwhelmingly positive attitudes. Common themes that students identified for expectations of each other included being respectful, an active listener, inclusive, and accountable. Student’s expectations of faculty had similar themes and included being flexible, respectful, understanding, and providing clear communication. Conclusion: This novel scavenger hunt is an innovative TBL technique that fostered high student engagement and team collaboration. The activity served as a positive and fun method of introducing evidence-based practice concepts and helped students build a solid foundation of unity and understanding through self-determined expectations for a semester of TBL.