Background: This study aims to compare the level of interest, enthusiasm, and personal satisfaction regarding problem based learning among the students who exposed to combined problem based learning with team based learning and those who did not, at College of Dentistry, Qassim University. Method: Data was collected through a questionnaire-based survey at College of Dentistry, Qassim University. It consisted of 10 questions was distributed to two groups. The first group exposed to PBL combined to TBL approach while the second group "exposed only to PBL. A total of 157 students were included. Data were coded and entered into Microsoft Excel software and analyzed using SPSS® version 20 statistical software. Pearson's chi-square test was used . Results: Out of 200 students recruited for the study, 157 returned a complete questionnaire . Both groups thought that problem based learning sessions are interesting . Attending the sessions was stressful for (51%). (47.1 %) agreed that all students participate in discussion during sessions. problem based learning is beneficial in achieving learning objectives .Half of the subjects agreed that problem based learning allows in-depth understanding of the topics and it provides group interaction skills. Learning resources available for PBL sessions are not enough and the time allotted for sessions is enough. Tutors effectively facilitate the PBL sessions and problem based learning improved knowledge and communication skills. No statistically significant differences between the two groups. Conclusions: Perception of students regarding the combined approach was more positive than negative. It is a successful and interesting educational method. However, some improvements are required to provide students with stimulating favorable learning environment. It is necessary to supply and orient the students about available learning resources and manage the associated stresses Moreover, students' recommendations and comments are very helpful as they showed high acceptance to the new learning styles. Keywords: Education, perception, problem-based learning, team based learning, hybrid PBL, TBL