Introduction: Currently medical education is dominated by examination and product oriented didactic lecture sessions in most of the medical schools. Innovation in medical education is required to reorient current medical curricula. Objective: The present study aimed to explore the scope of community based learning at village set-up in creating self driven learning and rural bias among medical undergraduates. Methods: Using a village posting, students were made aware of community needs through social mapping, transect walk and discussion on various issues pertaining to rural health. A triangulation of qualitative methods like free list, pile sort exercise and focus group discussion was undertaken to understand the perception of students regarding various teaching methods. Results: Student could notice existence of different teaching methods: classroom based didactic lecture, OHP/PPT guided session, group discussion, problem based learning, field visit based learning, port folio driven learning and community based learning. Community based learning, problem based learning and filed visit guided learning motivated students towards self-driven learning and created a sense of rural bias among them. However, competitive examination oriented lecture sessions were cited as poor teaching methods and fail to motivate them. Conclusion: Community based learning has the potential of creating self-driven learning among medical undergraduates.