According to the author of this article, the role of a speech language pathologist involves clinical problem solving in both diagnostic and treatment processes. Problem solving involves cooperative collaboration with clients and their parents. Therefore, in this pilot study, the author evaluates perception of course content to develop these skills in speech language pathology graduate courses. The study reports on the findings of educational outcomes and speech language pathology students’ perceptions of team based learning (TBL) in a communication disorders graduate course. TBL is an instructional method involving small groups, targeting cooperative problem solving skills. It enables the students to apply course concepts through teamwork and is followed by immediate feedback. The outcomes of the study suggest that the students perceived TBL as an effective instructional method which provided them with opportunities to apply course content in problem solving. The author recommends that future studies should evaluate the importance of this approach in other courses within the field and with more heterogenous student populations.