Background: Traditionally the Neonatal Resuscitation Protocol (NRP) is taught by lectures and Chart based methods. Revised curriculum using Competency based medical education (CBME) lists Neonatal resuscitation Protocol as a certifiable procedural skill in Pediatrics. The learning by listening alone has been shown to be short lasting as compared to when acquired by doing it. The qualitative analysis of the simulation-based teaching in learning neonatal resuscitation has been less described. Aims and objectives: To qualitatively analyze the experiences of the interns about learning neonatal resuscitation protocol by simulation-based teaching. Methodology: This study was a qualitative cross-sectional study done in MBBS interns of a government medical college in North India over a period of three years. The whole batch of interns was divided into groups. For the background knowledge, the interns were required to see the validated structured videos available on the IAP NRP website, and then complete the posttest to become eligible for offline simulation-based training. Trained instructors from Indian Academy of Pediatrics taught the students about the NRP on the simulator mannequins. The structured scenarios were given to the interns and they were asked to perform hands on as if they are attending delivery in real time. They also were evaluated in a structured manner by validated Performance Checklist. The feedback was taken after the training. Thematic analysis using the inductive approach was used to analyze this qualitative data. The written transcripts of the intern’s responses were coded into different heading based upon the idea or the expression contained in the text. These codes were then classified into various themes on the basis of identification of similar patterns. The themes were then cross checked to see if all the data was included in the analysis. Results: A total of 362 students filled the proforma. The major themes which were generated in the qualitative analysis of the responses stated by the students included ‘Better Learning’, ‘Novel’, ‘Focused Learning’, ‘Mimicked Real Scenario’, ‘Interactive’, ‘Skill Building’, ‘Motivating’. Almost all of students suggested that more discussion and training for NRP should be done during the MBBS final year and at the onset of internship. Almost all of the students liked the training and were feeling confident to handle such situation in real life after attending the training. They also felt similar training should be provided in more topics and other subjects. Conclusion: Simulation based teaching learning method in the hybrid was found to be acceptable, beneficial and motivational in the MBBS interns for learning neonatal resuscitation protocol.