Abstract body: Motivation is critical for students to achieve successful learning outcomes. Among the various teaching __ampersandsignndash; learning strategies, PBL is one such approach that fosters motivation to learn. Objective: To determine the effect of problem-based learning among undergraduate nursing students in terms of motivation to learn, in comparison with the traditional teaching, in the Indian context. Methods: A quasi-experimental study using a pre- test post- test control group design was adopted.The PBL on antenatal care was used for the experimental group and the traditional lecture-based teaching was used for the control group.Using convenience sampling, 90 students were assigned to the experimental group while 73 were assigned to the control group. They were BSc Nursing students who were undergoing the Obstetrical and Gynecological Nursing in India. The Motivation to Learn Scale (MLS) developed by the author was used to collect data prior to the intervention and after the intervention. Results: There was a statistically significant difference between the PBL group and the traditional teaching group in the mean gain score on motivation for learning, with the PBL group having a higher mean gain. Conclusion: PBL was shown to be more effective than the traditional teaching in improving the motivation of the undergraduate nursing students.