Introduction: California Health Sciences University, College of Osteopathic Medicine’s founding faculty established an MCAT Preparatory Course which ran Saturdays and Sundays for 8 weeks during the summer of 2019. Select faculty from CHSU implemented Team-Based Learning (TBL) into the MCAT study sessions. In this study, we sought to identify to what extent students perceived that working in a team impacted their learning and their ability to perform well on the MCAT, compared to time spent in lecture modules. Methods: During the 8-week MCAT Preparatory Course 74 students were exposed to a variety of teaching styles from a handful of educators, presented in lecture-based learning and TBL formats in one- or two-hour sessions. All instructors were given the same AAMC published MCAT section outlines on which to build their lessons. Beyond that, professors were given flexibility to prepare according to their expertise and experience. TBL sessions followed the typical progression, including dissemination of pre-work the week before, IRAT, TRAT, and application exercises that took the form of passage centered questions and other content related multiple choice questions.  Over the 8 weeks students were in sessions for 112 hours, 88 of which were devoted to instruction, and TBL accounted for 25 of those instructional hours. At the conclusion of the course 62 students responded to a short 14 item survey asking their perspective of TBL’s impact on their course outcomes. Students were also given a short demographics survey. Results: The students responded positively to the effects of TBL on the MCAT course with a mean of 4.23 out of 5. Question means ranged from 4.06 to a high of 4.45. Individual student means ranged from 2.21 to 5.00. Conclusions: The pre-medical students, overall, felt that the TBL sessions positively impacted their learning and development during the MCAT course.