The project-based learning intervention was undertaken among the UG students of the Electronics (Instrumentation and Control) engineering stream. A small but self-directed and self-assessed group participated in learning without a teacher’s intervention. The idea was not only to propagate project-based learning but also to inculcate think-pair-share values among the students. The intervention was introduced while teaching a core subject of Microcontrollers and Microprocessors. To make the students think outside of the box, a query regarding the MSP430 processor was posed. Since none had prior knowledge, they were asked to gather information. Some students came prepared, but nine volunteered to work (in a think, pair share (TPS) mode) on this Texas processor and then mentored other groups. The group would frequently meet to discuss what they had learned. After operationalizing the processor, the volunteers mentored other groups, transferring what they had learned to other small groups. Thus, it is like an upward-going spring now with the student groups now thinking, sharing and working, i.e. learning without barriers and tutoring each other. A survey was also conducted to study the efficacy of the Think, Pair and Share teaching method. The students strongly agreed that the intervention techniques helped them get involved in teaching and improved the learning process