Team-based learning (Michaelsen, Knight, and Fink, 2002; Sibley and Ostafichuk, 2014; Sweet and Michaelsen, 2012) is a teaching paradigm in which students are assigned to permanent teams that provide students the intellectual and interpersonal resources necessary to perform authentic disciplinary tasks that would otherwise be too difficult. Students are held accountable for completing pre-class preparation, allowing class time to be spent on activities that require teammates to resolve differences in their understanding of class material. Subsequent full-class discussion facilitated by the instructor highlights analogous differences across teams, broadening everyone’s thinking about the material (including the instructor’s). Thirty years of research indicates team-based learning improves learning and engagement particularly for struggling students. Team-based learning may be especially powerful in social and personality, psychology courses as it explicitly integrates principles from these disciplines. The presenters have also used it successfully in introduction to psychology and human sexuality courses.