The aim of this study is to investigate the potential implementation of the design thinking-STEAM-PjBL model to influence pre-service chemistry teachers' transferable skills. The design thinking process is integrated into an interdisciplinary curriculum STEAM (science, technology, engineering, arts, and mathematics) designed to engage pre-service chemistry teacher in creative and innovative contextual problem-solving through project-based learning (PjBL). Thirty-nine first-year students in the chemistry education study program, at Universitas Negeri Jakarta engaged in the study. Researchers used qualitative methods to understand the pre-service chemistry teachers' experiences and the implications for their skills development. Data was collected through semistructured interviews, reflective journals, researcher's notes, and classroom observation. Through five stages of design thinking: empathise, define, ideate, prototype, and test, pre-service chemistry teacher engaged in reflecting on their content knowledge to understand the rising temperature in Jakarta as an issue to be resolved. The results show that collaborative problem-solving activities develop informed and integrative thinking that leads participants to communicate clearly and effectively, and to creative unique solutions. In addition, the participants' degree of empathy encouraged them to build a sense of responsibility to contribute to the context of their environment. Thus, the practice of the design thinking-STEAM-PjBL model leads participants to become independent learners.