Many South Asian countries have adopted competency-based medical education (CBME) for both medical undergraduates (UG) and psychiatry postgraduates (PG). The central theme of CBME is to ensure competency and skill acquisition among the learners and to make the teaching-learning (T-L) experience more engaging and active. Conventional/traditional T-L methods are time-tested approaches to teaching/training, particularly helpful for large groups and resource-limited settings, like South Asia, albeit with some inherent limitations. Lectures, outpatient department (OPD) and bedside teaching, and tutorials are common conventional methods of UG teaching, while case presentations (ward round, grand round, & OPD), case conferences, journal clubs, seminars, thesis writing, and interdepartmental posting are the most used traditional methods in PG training. Novel T-L methods (simulation, virtual reality, small-group teachings, blended teaching, etc.) have gained prominence, with the introduction of the CBME and during the COVID-19. The relative effectiveness of the novel T-L methods vs. conventional methods (and vice versa) is context dependent, with the suitability of one over the other depending on resources, teachers’ expertise, students’ motivation, and institutional attitude and policy. In this chapter, we have discussed critical aspects of various conventional T-L methods used in UGs and PGs teaching/training in South Asia and provided future direction.