This study aims to examine the effect of applying the Collaborative Problem Solving (CoLPS) and Collaborative Project-Based Learning (CPBL) models in improving the project competence of pre-service teachers students in microteaching classes. The research design used a quasi-experimental design with a non-equivalent control group design. The research subjects were 65 students of Islamic Religious Education (PAI) teacher candidates and were divided into two treatment groups, namely the experimental group (34 students) and the control group (31 students). The experimental group was taught using the CoLPS model and the control group was taught using the CPBL model. Data was collected using a product performance assessment rubric consisting of 6 competencies. The rubric was developed and validated by four experts consisting of two content experts and two design experts, and reliability tests were carried out using SPSS 20 software. Furthermore, the research data were analyzed using the independent sample t-test technique. The research findings show that the CoLPS model is very effective in improving the project competence of prospective PAI teacher students compared to the CPBL model. Students who are taught using the CoLPS model have better product quality than students who are taught using the CPBL model.