Building on previous research, the authors introduced formal team-based learning (TBL) to their classrooms and measured the quality of students' team learning, professional development, and team satisfaction. They assessed students' perceived fairness of work distribution and analyzed its effect on these outcomes and found that TBL resulted in increases in quality of team learning, professional development, and team satisfaction. Perceived fairness did not affect team learning or professional development. Team satisfaction was significantly related to perceived fairness, with students who perceived themselves as doing more work being more dissatisfied with the team experience. The authors provide suggestions for future research.