Introduction: Poor attendances in classes especially in Biochemistry Subject and poor performances in PG entrance examina tion of students are a stimulus to think beyond the conventional teaching approach. There are different Teaching methods avail able today like Case-Based Learning, mini CEX (Clinical Evaluation Exercise), Project Base Learning, e-learning etc. Project Based Learning (PBL) focuses on imparting specific knowledge and skills while inspiring student to question actively and think critically. Objective: To compare the effectiveness of Project-based learning with Case-based learning and didactic lectures. Methods: Students of the 1st year MBBS from one private medical college were divided into 3 groups of 50 students each. Three groups were taught by Project-based learning, Case-based learning and the __ampersandsignldquo;chalk and board__ampersandsignrdquo; method (didactic lecture) respectively. Three topics were selected so all three groups can be exposed by all teaching methods. After completion of these exercises, feedback was taken from all of the students. A post-test was conducted after each session and analysis was done. Results: Out of 150 students 110 students gave their feedback and were actively involved in the study. Questions for feedback for all three-teaching methodology was made and the Likert scale was used for the evaluation. While analysing, the performance of students was in favour of project-based learning followed by case-based learning. The chalk and board method got very poor feedback and also bad performance in post-test evaluation. Conclusion: Project-based learning was accepted by the students as an active learning method and feedback was reflected in the post-test evaluation. Students__ampersandsignrsquo; Perception of the subject and attendance in the sessions can be improved by these methods.