Microteaching is a significant way to prepare pre-service teachers to overcome specific challenges in a natural classroom environment. It is widely accepted that pre-service science teachers gain pedagogical benefits from microteaching activities. Furthermore, microteaching enhances the conceptual understanding of the presenter on the related teaching topics. This research intends to map two pre-service science teachers' conceptual understanding before and after engaging in microteaching on the concept of phases of the moon. The data were collected through pre and post-interviews and observations of microteaching. Activated knowledge elements during interviews and microteaching were determined and compared. The study's results provided evidence that microteaching is a fruitful way to improve pre-service science teachers' understanding of phases of the moon. Furthermore, it was detected that both the quality and quantity of preservice science teachers' knowledge elements increased after their microteaching engagements.