The problem-based learning (PBL) methodologies are considered adequate for core engineering courses. The integration between cooperative learning and PBL methodologies establishes an encouraging environment for the students. However, for effective implementation of cooperative problem-based learning (CPBL) environment, close supervision of students� experiences is vital, and deficient areas are to be improved, as PBL is a dynamic process. A study was conducted for the first-year undergraduate engineering class taught under the PBL environment. The objective was to evaluate the course by the preview of students, for highlighting weak domains in the teaching methodology for future improvements. A course experience questionnaire was designed considering PBL implications, with 35 question items, and 31 responses were collected by the end of the semester. Three different analyses were performed on the collected data, i.e., descriptive statistics and Cronbach�s alpha, Student's t-test, and Pearson Chisquare test. The achieved results supported the effective adoption of the PBL system by the students. However, few areas were highlighted requiring special consideration, such as PBL workload, pressure due to extra course content, and assessment opportunities under the PBL system. It was proved that maximum students considered PBL methodologies convenient and effective for learning than the traditional learning approach. © 2022, Institute of Advanced Engineering and Science. All rights reserved.