Team Based Learning (TBL), a form of Active Collaborative Learning (ACL) approach, has been demonstrated to promote student engagement, deep learning, inclusivity and support the development of professional attributes. However, despite its pedagogical benefits, there are barriers to its implementation including scepticisms around student buy-in and the perceived requirement for specialised learning environments such as active collaborative rooms. The aim of this study was to investigate the effectiveness of implementing TBL in a range of teaching environments, including tiered lecture theatres, active collaborative rooms, online and a café-style venue, and assess its impact on student outcome and experience. This study was undertaken within a level 7 module at the Biosciences department, Nottingham Trent University in the 2023/24 and 2024/25 academic sessions. TBL delivery was adapted to suit each learning environment to maximise engagement and data were collected using surveys, interviews and assessment outcomes. Findings show that TBL can be successfully implemented across all tested environments, with improvements in student satisfaction from 3.9/5 in 2022/23 (pre-TBL) to 4.2/5 and 4.4/5 in subsequent years. Additionally, there was a marked increase in distinction and commendation grades. Among the venues, the café-style setting received the highest student ratings, followed by the ACL room, lecture theatre, and online format. Attendance was not negatively affected by the learning venue. In this study, we show that TBL implementation does not have to be limited by teaching spaces and can be adapted to diverse learning contexts. This approach positively impacted student confidence, communication skills academic attainment.