I have not received any financial or grant support to conduct my research._x000D_ _x000D_ Undergraduate education that produces graduates who meet the qualifications of graduate programs, the workforce, and society demand an awareness of the expectations that those graduates will participate successfully in creative, problem-solving, interdisciplinary teams. While team-based learning (TBL) has emerged as a promising means of meeting some of the challenges of this proposition, it does not fit every educational situation, and improved learning outcomes have not always resulted from what is a preparation-intensive instructional method._x000D_ _x000D_ Project-based learning (PjBL), which offers an opportunity for students to engage creatively in problem-solving teams, has strengths that complement TBL, and combining the two methods has the potential to result in improved outcomes in both affective and cognitive domains. For example, cited limitations of PjBL include the tendency for social loafing, which may be offset by inclusion of the peer grading component of TBL; the creative focus on final projects in PjBL is reported to distract instructors and students from achievement of learning objectives, which may be countered with the cyclical unit structure of TBL; and, while the intensive preparation of multiple real-world activities for TBL is often a barrier to its implementation, this can be lessened by the client-driven project construction of PjBL._x000D_ _x000D_ Combining these instructional methods resulted in a positive student response and improved engagement with material and peers for a pilot course in a newly designed rehabilitation science course within a new program at East Tennessee State University. My research reflected that the design of the course resulted in high levels of student attendance, retention, and perceived self- and team-efficacy, and achievement of learning outcomes._x000D_