Purpose: This study aimed to investigate the academic achievement and first-time experience with TBL in Year 1 medical graduate students through a medical dermatopathology lecture at Konkuk University School of Medicine. Methods: 47 students prepared the objective-oriented assignment and completed an individual readiness assurance test, a group readiness assurance test, and a application exercise. Peer evaluation was done. At the completion of the lecture, the students were surveyed about their experiences. The scores from the TBL session activities and students survey results were analyzed. The tutor s comment about TBL session was analyzed. Results: Overall, TBL was helpful for the medical graduate students in understanding the dermatopathology lecture. Students perception on their TBL experience was positive.They stayed focused on the activity and showed excellent teamwork. Conclusion: We allowed medical students to experience TBL through a dermatopathology lecture and then summarized their experience. This study demonstrates that TBL is an effective active teaching method for teaching dermatopathology.