Background: Case-based learning (CBL) is an educational paradigm closely related to the problem based learning (PBL) that uses a guided inquiry method and provides structure during small-group discussions. To date, no studies have directly compared PBL and CBL from medical students’ perspective in developing countries. Aim: To compare first year medical students’ attitudes to CBL versus PBL after alternating the teaching methods during several teaching sessions. Methods: After conducting several PBL sessions, students were introduced to CBL where the facilitator played an important role during the small group discussion sessions. At the end of all the CBL sessions, students filled a questionnaire form that sought opinions on (i) rating of CBL model as a tool in understanding concepts’ compared with regular teaching sessions and PBL (ii) global analysis of CBL on 4-point likert scale (iii) overall remarks about CBL. Gender differences in the level of attitudes and perceptions towards the CBL program were evaluated by logistic regression (enter method). Results: A total of 88 first year medical students took part in the questionnaire. Majority of the students’ rated CBL in understanding concepts as “good” compared with both regular teaching sessions as well as PBL. Majority of the students’ rated ‘‘agree’’ on a 4-point likert scale for ‘‘motivation by CBL to work more in th is sub ject ’ ’ , ‘ ‘ improvement o f problem-solving skills using CBL”, “CBL as a worthwhile progression from PBL”, etc. Female students responded more positively towards CBL than male students. Conclusion: Students viewed the constructs of CBL better than PBL.