Background: In the traditional curricula Ist MBBS students are not exposed to the clinical environment and thus not exposed to the clinical laboratory and actual procedure of blood sample collection and it's processing. This ignorance of blood collection procedure is carried out through out their further years of education and as clinicians could also lead to errors in diagnostic tests. Hence we thought we could expose the students to the clinical laboratory settings and determine how effective this intervention is.. Objectives: To determine the effectiveness of learning by exposing the Ist M.B.B.S students to the clinical laboratory setting during their practical class, in comparison with the traditional teaching method of conducting practical's in the undergraduate laboratory Methods: Common LCD for 50 students on Plasma glucose estimation. Then Roll nos-26-50 were exposed to the Central pathology laboratory working. Feedback questionnaire consisting of both open and close ended (Likert's scale of 1-5 -strongly agreed to strongly disagreed) were administered to these students.Written exam for all 50 students was conducted immediately. Data collected was categorized into quantitative and qualitative. Quantitative data was the written exam and close ended questions. Qualitative data by perception in open ended questions by categorizing the responses . Result: Quantitative Results - Students Perception of the Feedback to the questions. In comparison with traditional teaching Students (n -23) were strongly in favour of undergoing exposure to the Central Pathology Laboratory, where 61% developed interest , 51% helped in contributing Knowledge. There was no response for both strongly disagreed and disagreed. In Knowledge written exams mean score was higher for laboratory exposure-4.84 (p not significant) Qualitative Results - Students perception categorized into different categories depending upon their responses. Conclusion: ECE is necessary for building the foundation