Digital timelines have been both transformational and supportive in enhancing the ways in which information is shared through text, images, interaction, and creativity to achieve course goals and objectives across numerous disciplines. In analyzing the experiences of teacher candidates (TCs) in their creation of a variety of resources to address the development of their digital competencies, it is worthwhile to further explore the design and effectiveness of one resource in particular, digital timelines. Thus, the aim of this paper is to explore TCs' development of digital timelines in a senior science methods course and to demonstrate the ways in which digital timelines can assist educators in their practice. Through surveys, interviews, and student coursework, the author examines TCs' attitudes towards technology, experiences with creating digital timelines, and their utilization of technology to promote and foster global skills and competencies. Findings of this study indicate beneficial effects of developing digital timelines including flexibility in achieving a variety of learning goals (including multi-scale analyses, visualizing different spatial and temporal arrangements, developing historical contexts, etc.) associated with the assignment, flexibility in application and actualization, and enhanced motivation and engagement. TCs engaged in knowledge construction as they created visually-enhancing and interactive timelines, and in doing so circumvented reducing, simplifying, and imposing linearity on complex scientific discoveries in the history of the discipline. TCs achieved success in developing scientific timelines that effectively immersed their peers in dynamic multimedia learning environments offering multiple sources of text, images, games, video, and audio, among other multimodal components.