Team-based learning (TBL) is an active learning instructional strategy shown to improve student learning in large enrollment courses. While early implementations of TBL proved generally effective in an undergraduate exercise physiology course that delivered an online individual readiness assurance test (iRAT) prior to class, the instructor reported student dissatisfaction with the use of identical questions in the team readiness assurance test (tRAT) in class. This study sought to improve the student experience in this course by including different but related question sets for the online iRAT and in-class tRAT. Two sections of an upper-level undergraduate exercise physiology course received both the traditional and modified tRAT, alternating approaches with each course unit. This crossover research design exposed more students to the proposed modification and provided more student perspectives than would be collected through other research designs. An independent samples t-test indicated that the modified TBL format made no difference on performance on course unit exams (p >
.05). However, student survey qualitative data revealed that 69% of students preferred the modified tRAT method to the traditional form. Student responses on the benefits of the modification, represented hereafter as major themes in the analysis, included better content interaction, use of higher-order thinking, and more effective social experience with teams. While this study showed that different sets of questions for the individual and team quizzes improved the experience but not performance for the majority of students, some students suggested changes to the modification that could further improve the student experience with TBL.