Introduction: Active learning stimulates higher-order thinking, problem-solving, and critical analysis while providing feedback to both student and instructor. Objective: The declining quality of higher education has prompted the need to transform traditional curricula to better prepare students for success using active learning, which actively stimulates higher-order thinking, problem-solving, critical analysis, the psychomotor and affective domains. The present study examined the impact of active learning with block and problem based learning (PBL) on motivation and academic performance in dental students. Methods: The study group involved 59 male dental students (First year = 20, second-year - = 20, third-year = 19) aged between 18 to 21 years old. The learning motivational scale, learning skills, and performance were assessed in all students. Block ex aminations and a feedback six-point scale rating assessment evaluation form containing 27 closed-ended were used. The 95% confidence intervals were constructed to test the significance. Results: The second-year students scored better marks and grade point averages than the1st- and 3rd-year students. The motivational factors of 3rd-year students were less than the second year. The 1st-year students came from traditional teaching backgrounds and were lacking in their motivational and overall scores. The assessment in PBL scores was significant between 1st and 3rd-year students (p __ampersandsignlt; 0.05). Conclusion: Active learning with block and PBL strategies enhance the motivation and academic performance of dental stu dents.