Background: Team-based Learning (TBL) is a teaching approach that fosters active learning and promotes the application of knowledge; its implementation remains sporadic and on a volunteering basis in Sudan. The aim of this study was to investigate the perception of Sudanese physiologist concerning the implementation of TBL. Methods: This descriptive cross-sectional study included all physiologists in Sudan during 2018. Data were collected using qualitative and quantitative methods, namely, questionnaire and nominal group technique (NGT), respectively. Results: This study was the first national-scale study on TBL in Sudan, the study adds to the evidence of the benefits of TBL: improving the engagement of students, enhancing deep learning, and providing better instructor--student interaction. Furthermore, TBL was perceived to be of good use in tutorials. However, although TBL is perceived well by instructors, its implementation revealed two main challenges: first, the attendance of the students (and therefore their engagement) is a place of concern mostly because TBL is not well-allocated in the curricula of most medical schools and second, the substantial effort of preparation of TBL material and sessions will put a burden on the staff, rendering them less enthusiastic. Conclusion: Fostering TBL requires administrative support and training to the staff, as well as proper incorporation of TBL in the curriculum. [ABSTRACT FROM AUTHOR]