Case-based learning (CBL) is a type of problem-based learning (PBL) that centres around the learner and guides them as they explore through the clinical cases. These cases merge theory with practice, allowing the learner to apply the acquired knowledge, thereby, preparing them for future clinical practice. Conventionally, didactic lectures are the mainstay for teaching Pharmacology to undergraduate medical students in most medical colleges. This study was conducted to introduce CBL as a T-L method to maintain student interest with contextual understanding of topics in the discipline of pharmacology.In the present study, CBL sessions were conducted during Pharmacology teaching hours. At the end of each session, feedback was collected from all the teaching faculty using a validated questionnaire followed by structured in-depth interviews. Thematic analysis was done for analysing data collected , transcripts were reviewed and codes were categorized into key themes. Majority of the faculty found this method interesting and were of the view that if CBL is conducted over a period of time, it will refine student skills. At the same time, the faculty were of the opinion that there are a few barriers to case based teaching, with particular focus on planning and effort required to conduct such sessions.