Objective The aim of this study was to determine anxiety, depression and social phobia in first-year medical students and to evaluate the relationship between these conditions and Problem Based Learning(PBL) education. Materials and Methods In this cross-sectional descriptive study, all students in the first year of the 2016-2017 academic year were invited; 123 students (89.1%) who accepted to participate in the study were evaluated. The variables of the study were the sociodemographic characteristics of the students, their success levels, their opinions about PBL and Beck Anxiety Inventory(BAI), Beck Depression Inventory(BDI), Liebowitz Social Anxiety Scale(LSAS) and Spielberger’s Trait-State Anxiety Inventory(STAI). Descriptive statistics, Mann Whitney U, Chi square and Student t test and Spearman correlation coefficients were used in the analyzes. Results 56.1% of the participants were female, 43.9% were male and 45.5% were under 19 years of age. The mean scores of BDI, UAE, LSAS and STAI scales were 9.57±7.231, 12.28 ± 9.297, 40.67±19.420, 37.27±9.423, 40.43±7.502 SD(Standard Deviation, respectively). Female students had higher trait anxiety than male students(p<0.05). The State Anxiety Inventory scores of the students who were indecisive about PBL education thought that would be useful were higher than those who thought it would be useful(p<0.05). Conclusion Anxiety, depression and social phobia are common among students. Pre-education prejudices affect the state anxiety level. It was concluded that these trainings should be introduced to the students well, since the expectations of the new education methods may affect the level of benefiting from these trainings.