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Background: Active learning strategies are increasingly being incorporated into medical education to improve student engagement and understanding. Priming students before lectures using structured questions based on Bloom’s taxonomy may enhance cognitive readiness and facilitate deeper learning. Objectives: To evaluate the effectiveness of Bloom’s taxonomy –based MCQ priming before cardiovascular system lectures on learning outcomes among undergraduate medical students. Methods: A quasi-experimental pre-test – post-test study was conducted among first year MBBS students. Students were given multiple choice questions designed according to Bloom’s taxonomy before the lecture as a priming activity. Knowledge was assessed using pre-test and post-test questionnaires. Data were analysed using descriptive statistics and paired t-test to determine significant differences between scores. Results: The mean post-test score was significantly higher than the pre-test score, indicating improvement in student understanding following the priming intervention. A 24.5 percent learning gain indicates strong positive educational impact for concept heavy topics of cardiovascular system. Higher order level of Bloom’s taxonomy shows greater improvement. Conclusion: Bloom’s taxonomy-based priming using MCQs before lectures can significantly enhance learning outcomes and promote active engagement among medical students