Purpose: Problem-Based Learning is an effective teaching and learning method enabling the students to achieve problem solving skills, use information effectively, carry productive intelligence, think creatively, learn teamwork and responsibility. Also, students take the initiative of the class and by learning the method of self-directed learning, it will eventually lead to life time education. The purpose of this study was to develop effective teaching and learning strategy of Problem-Based Learning. Methods: The study is a case study using investigative method and questionnaires, class observation check list, and teachers evaluation sheets of the students. The subject of this study was 83 students and 19 tutors of Yonsei University College of Medicine. Results: The characteristics of positive module in Problem-Based Learning are; students show good teamwork during the class, students are motivated and find interest in the subject, the data and materials given to the students is very useful in solving the problem. Most important element of Problem-Based Learning interaction is the number of questions asked by the students and the difficulty of the modules has no relation to the interaction of tutors and students. Students heavily rely on using textbooks during their self-regulated learning. And the elements greatly effecting the learning environment are physical environment and the use of humor in class. Conclusion: Tutors and students should use the teaching strategy (‘C-O-I-Q’) and the learning strategy (‘M-R-I-Q’) to facilitate the interaction of tutors and students, activate students discussion and foster class climate.