Team-based learning (TBL) is a proven teaching technique that has been employed in many disciplines and may improve performance of lower-performing students. However, much of the TBL literature involves graduate students in the health professions. The purpose of this study was to determine whether students in an undergraduate, introductory nutrition course instructed using TBL would have improved academic performance compared to students instructed in the same course taught using lecture plus other interactive learning strategies (Lecture+). There was no difference in academic outcomes between TBL and Lecture + students. While all students gave positive course evaluations, and the instructor enjoyed both methods of instruction, there were no differences in outcomes.