Contribution: An innovative teaching experience carried out at the University of Trento using team-based learning (TBL) in a large computer networks class. The impact of TBL on the students' learning and satisfaction was investigated. Background: Active learning pedagogies, including TBL, play an important role in enhancing higher-order cognitive skills among the student community. Reports on the implementation of TBL in engineering education are still scarce, despite its potential as an effective strategy for teaching problem solving skills in large classes. Intended Outcomes: Improved learning and student engagement via structured groupwork and challenging activities. A structure that makes it possible to scale TBL up to large classes with measurable learning improvements. Application Design: Laboratory classes were structured so that they became instrumental to TBL sessions, which in turn provided a stimulating environment to improve learning of key computer networks concepts. Grouping students with different backgrounds and previous knowledge enabled a more effective group work. Findings: The application of TBL fostered a deeper understanding of the topics covered in the course, resulting in higher scores on final exams and fewer failures. Interviewed students found the experience very satisfactory in terms of learning, group work, and involvement.