Team-based learning (TBL) is a strategy where teams work together to develop concepts and apply them towards problem-solving. This latest learning approach has not been tried in the educational environment of Rehabilitation Sciences. Hence, this study aimed to assess the knowledge and practices regarding TBL among undergraduate physical therapy students. A descriptive cross sectional survey was conducted involving 222 undergraduate physical therapy students who were selected via non-probability convenience sampling from Foundation University Institute of Rehabilitation Sciences over a period of three months (May 2018 - July 2018). Data was collected using questionnaire in the light of literature review, developed by Wright States University's Department of Communication based on the Minnesota satisfaction questionnaire. It contained questions regarding knowledge, practices and satisfaction with team-based learning, assessed via 19 statements on 5-point Likert scale. The sample consisted of 208 (93.7%) females and 14 (6.3%) males with mean age of 20.07±1.18 years. Regarding familiarity with TBL, 189 (85.1 %) students had understanding of TBL. 182 (82%) participants had practiced team-based learning whereas 40 (18%) had never practiced TBL in their lives. Majority of the students agreed on the positive effects of TBL on quality of learning, clinical reasoning abilities and professional development (median=4.00). TBL could be a highly useful, active learning strategy inculcating multiple skills among undergraduate students and should be introduced as supplementary to traditional lecture-based teaching.