Psychotherapy is a central part of the undergraduate clinical psychology curriculum, with a high degree of clinical practice, which is the most prominent issue lacking in traditional teaching. Case-based learning (CBL) is an instructional approach in which instructors select representative cases that align with learning objectives and use them to organize activities that may not only impart theoretical knowledge but also practical skills to undergraduates in clinical psychology. The objective of the present study was to explore the impact of CBL teaching on clinical psychology undergraduate learning outcomes. This quasi-experimental post-test study compared 13 traditional teaching students (2024 cohort) and 8 CBL students (2025 cohort). Over one term, the CBL group undertook student-centered, case-based learning under faculty guidance, while the traditional group received teacher-led, lecture-based instruction. Variables measured included teaching evaluation (Dimensions of Teaching Evaluation, Perceived Skill Improvement, Course Teaching Satisfaction) and quiz scores (formative/final tests, case item 1/2 scores). The CBL group showed significantly higher scores in selected satisfaction items, perceived skill improvement, and case item scores (all p < 0.005). CBL teaching was associated with higher learning outcomes and student satisfaction compared to traditional lectures. Findings highlight the value of active methodologies in higher education, while underscoring the need for long-term, broader studies.