This article reports the findings of a case study where microteaching was implemented to assist geography teacher-trainees in the planning, design, and implementation of learner-centered instruction in the classroom. The data were collected via questionnaires completed by B.Ed. Geography teacher-trainees (n = 24); structured interviews with some of the trainees (n = 8); and a comparison of trainees' (n = 8) planned learning activities for practical teaching lessons before and after microteaching. Results indicate that, after the microteaching sessions, trainees were more inclined to plan, design, and implement learner-centered instruction during geography learning experiences. (Contains 1 figure, 4 tables and 1 note.)