Problem based learning (PBL) is a teaching learning methodology that promotes self-directed learning, critical thinking, sharing information and working in a team. PBL was introduced to second year MBBS students to study the perception and acceptance among students and facilitators as a teaching learning method. This is an observational study conducted in Ramaiah Medical College, Bangalore in South India. The study was conducted over 3 months. PBL sessions were conducted for second year Medical students. Topics selected were systemic hypertension and foot ulcer, as these were must know topics for medical students and required longitudinal integration. Three triggers were framed for each topic which was validated by the senior members of medical education unit. To sustain the interests and continuation of discussions, PBL sessions were modified to be conducted every day for two weeks. Perception and acceptance of PBL among students and facilitators was studied using a validated questionnaire. 76.6 % of the students opined that PBL was interesting. 84.2% opined that PBL is more focussed on real medical problems. 64.1% of students felt that PBL aided in assessing their weaknesses which helps them in improving them as well as enables them to establish a concrete action plan to achieve their goals. PBL also helps in improving their decision making skills in addition to developing competence. 60.9% students felt that the information gained is more thorough than it would be by conventional teaching. The facilitators opined that PBL promotes comprehensive learning and helps to develop skill of self-directed learning among students. Most of the students felt that PBL was interesting, promoted self-directed learning and was more close to real life medical problems. However students and facilitators felt that PBL cannot replace didactic lectures and cannot be applied to all the topics.