The purpose of the research is to see if Problem-based Learning (PBL) can be successfully used in veterinary medicine. Research results show that PBL offers several advantages (it contributes towards the reduction of information overload; it develops generic skills and aptitudes; it facilitates an integrated core curriculum; it facilitates the relevance of curriculum content; it fosters active, deep learning, improved understanding, and retention and development of lifelong learning skills; it is a constructivist approach; it makes the students more responsible for their learning; and it motivates both teachers and students) over traditional teaching methods. However, it also has several well recognised disadvantages (it deprives students’ access to a particular inspirational teacher who, in a traditional curriculum, would deliver lectures to a large group; it is difficult and frustrating for the tutors who cannot “teach”; it makes students be unsure about how much self-directed study to do and what information is relevant and useful; it needs more human resources to take part in the tutoring process; it needs more material resources for the students to access simultaneously). The conclusion is that PBL can successfully be used in the teaching of veterinary medicine-related disciplines provided the teachers work on its disadvantages