Team-based Learning (TBL) is widely used in engineering and computing education to develop collaboration, communication and professional skills. Although TBL is used in both undergraduate and postgraduate programs, little is known about how students at each level perceive teamwork challenges and support needs. Understanding these differences can help align TBL design with cohort needs and the collaborative demands of professional practice.

This study compares undergraduate and postgraduate student perceptions of TBL. It examines perceived teamwork challenges, and the resources, interventions and support strategies students find most helpful. The aim is to inform level-specific TBL design rather than a uniform model. A mixed-methods Qualtrics survey used conditional branching to separate undergraduate-only, postgraduate-only and combined-experience pathways. Closed responses were analysed descriptively (frequencies, proportions and percentage-point differences), with within-participant comparisons for respondents reporting both levels. Open-text responses were analysed using Braun and Clarke’s six-phase thematic analysis.

Both cohorts reported similar challenges but different main concerns. Unequal contribution was the top undergraduate challenge (70.3%) but less common among postgraduates (29.2%), for whom differing standards and expectations predominated (50.0%). Clear communication was the most important success factor at both levels. Students wanted clearer expectations, teamwork guidance, accountability and visible contributions. Clearly defined roles were the most endorsed intervention.

Undergraduates were more concerned with fairness and contribution, whereas postgraduates emphasised standards alignment and expectation management. Communication and early support were valued at both levels, but preferred support strategies differed. This study contributes evidence for tailoring TBL support to different student cohorts.