Many microteaching programmes in preservice education courses are more or less trying to help to overcome a number of problems facing the student teacher in the teaching situation, whilst enhancing the value of the programme as a whole. In addition, microteaching is a method of performance training designed to restrict the components of the learning process so as to be able to master components one by one in a simple teaching situation. TADALURING Microteaching Learning Model (TMLM) is a microteaching learning model that combines three integrated forms of practice namely: classroom practice, online practice and offline practice. A study of TMLM was conducted with 20 prospective teachers in an initial course on learning to teach. Various data sources (i.e., pre-and post-lesson plans, TMLM lesson plans, videotaped lessons, transcripts of group discussions, observation field notes, TMLM group written reflective reports and feedback surveys) were triangulated. The pre-and post-lesson plans demonstrated growth in participants' knowledge of teaching aligned with an overarching student-learning process goal. Active learning involving meaningful discussion, planning, and practice, support from a knowledgeable advisor, collaborative deliberation-in-process, and opportunity to trial, analyze and revise were aspects of TMLM revealed as centrally important for prospective teacher learning through TMLM.