This article reports on an exploratory study investigating the extent to which affordance-based lesson planning is feasible and useful in pre-service teacher education. After using both affordance-based and outcomes-based lesson plans, trainee teachers in North Macedonia participated in both a survey and interviews. Respondents found both types of lesson plan useful, but in different ways and for different reasons, with some disagreement among the sample in a number of areas. While their considerations of affordance often helped them to prepare and reflect on lessons effectively, they also expressed concern about the time and cognitive challenge required to do so, with many indicating that they would appreciate more agency, both to develop their own pro formas and to explore affordance in alternative ways, such as through discussions. We conclude our article with a number of reflective questions that may be useful to other teacher educators and practicum supervisors.