Problem based learning (PBL),team-basedpedagogy (TBL), and flipped classes are increasingly incorporated replacing traditional lecturesin medical teaching to improve reasoning and information retention. No researchers have compared PBL, TBL, and flipped classes with traditional lectures in Tabuk, Saudi Arabia. The study aimed to assess the same among medical students.This cross-sectional study was conducted among ۲۴۶ Medical students in the Faculty of Medicine, University of Tabuk during March and April ۲۰۲۳. A web-based questionnaire was used to collect the information.The student's preference regarding traditional classroom, TBL, PBL, and the flipped classroom was tested by inquiring about which type of classes improves their cumulative grade average and helps them to retain information. In addition, the student's preparation and accountability towards TBL and flipped classes was tested. There were ۲۴۶ medical students (۵۸.۶% females), ۶۳.۸% thought that traditional lectures helped them to retain information, followed by TBL (۱۴.۲%), PBL(۱۳.۰%), while only ۸.۹% believed that flipped classes did so. Regarding the cumulative grade average, ۶۴.۶% of the students thought that traditional lectures are more helpful, followed by PBL, TBL, and flipped classes, in ۱۲.۶%, ۱۱.۸%, and ۱۱% respectively. The student's preparation, accountability, and attitude towards team-based learning and flipped classes was poor (preparation score ranged from ۵.۴۲ -۵.۶۱ out of ۱۰, and accountability ranged from ۴.۹۶ -۵.۱۴). Students prefer traditional lectures to new learning methods. Their preparation and accountability were poor for TBL and flipped classes. Larger studies assessing the barriers to the new learning