This article was migrated. The article was not marked as recommended. Aim : Problem-based learning(PBL) is a widely accepted teaching and learningmethod being used in most accredited medical schools. Phramongkutklao College of Medicine routinely utilized this powerful method. This paper involves the use of problem-based learning in teaching malaria sessionduring parasitology course. From our experience, there is a number of contributing factor to the success of PBL.The objective of this study is to critically explore students and teachers' perspectives on factors influencing PBL at our institution. Methods : A cross-sectional study was performed on 204 medical students and 25 medical educators. Demographic data and perceptions toward PBL were obtained using electronic standardized questionnaire in 5 score rating scale. The questions were divided into 6 categories: objective and content, stress and anxiety, teachers' role, group work attitude, self-preparation and self-assessment. Independent T-test was used to compare means between students' and teachers' perspectives. Exploratory factor analysis (EFA) was used to explore loading factor of each factor. Results : The Cronbach's alpha revealed that the questionnaire was generally reliable (0.78). Objective and content (p-value 0.003), students' preparation (p-value 0.005) and student assessment (p-value 0.026) had significantly different view between students and teachers while the other topics shared parallel view by both groups. In addition, student assessment (λ = 0.84), student's preparation (λ = 0.83) and attitudes in group work (λ = 0.82) have high impact over PBL. Conclusions : It can be concluded that, both students and teachers had generally good attitude toward PBL. We concluded that good attitude and preparation in problem-based learning session from both students and teachers are vital to good quality and successfulness in implementation of problem-based learning.