This article describes a learner-centred pedagogy for training student teachers. The inquiry was guided by two questions: (1) Is problem-based learning (PBL) an effective strategy when training prospective Technology teachers? (2) To what extent do student teachers transfer their own experiences of PBL to the authentic class-
room situation? After exploring the cognitive dimensions and characteristics of PBL, a rationale is provided for using PBL particularly for teacher training in Technology Education. Data collected through quantitative and qualitative
methods suggest that the training was perceived as a relevant, creative and satisfying professional development learning experience. However, when having to transfer PBL competencies to real schools, the student teachers experienced
uncertainty about their new roles as learning facilitators in a less structured and less predictable PBL environment.