Learning should not be a passive experience for students. Students must talk about what they are learning, relate it to past experiences, and make it a part of themselves. Instructors must be innovative when designing and delivering learning experiences in higher education. This is vital for today’s learners as lecturing or other passive teaching strategies are not effective. While not a new concept, student-centered instruction is becoming a more frequently researched topic. Team-Based Learning (TBL) emphasizes collaborative learning through the use of small groups. A growing body of evidence suggests that TBL is an effective, interactive teaching method that incorporates peer teaching and enhances enthusiasm for learning. This narrative-based exploratory study utilized interview methodology to glean information about TBL. The aim for this study was to gather detailed information on TBL and advice for its implementation into a Capstone Farm Management Course at Iowa State University. The themes that emerged from the qualitative analysis were identified as: a) application of content, b) student accountability, c) decision making, and d) evidence. The adoption of TBL may move the discipline closer to more meaningful and engaging learning environments. It may also assist in doing the same across disciplines within higher education. A conceptual model for integrating TBL in capstone courses is explained. We recommended further exploration of the effect TBL implementation has on student outcomes.