This study aimed at enhancing pre-service teachers’ understanding and attitudes toward naming and reactions of organic compounds using the jigsaw approach. It was a descriptive study that used a quantitative approach in collecting the data for analysis. The research design was a quasi-experimental one, which adapted the non-randomised control group pre-test/post-test intact class design. A sample of 144 pre-service teachers, comprising 72 in the experimental group and 72 in the control group were engaged in the study. Intact classes were used for the study; thus, the sample selection was non-randomised. ‘Organic Chemistry Concept Understanding Test’ (OCCUT) in the form of a pre-test and a post-test as well as an ‘Organic Chemistry Attitude Scale’ (OCAS) were the instruments used for the study. The reliability indices of the pre-test and the post-test were 0.721 and 0.724 respectively, whereas, Cronbach’s alpha reliability coefficient of the ‘OCAS’ was 0.899. This study found that in terms of the pre-service teachers’ prior knowledge on naming and reactions of organic compounds, the experimental group and the control group both had more misunderstanding and partial understanding than a sound understanding of the concepts. The findings further revealed that the majority of the pre-service teachers in the experimental group had a sound understanding of the naming and reactions of organic compounds after they were taught through the jigsaw approach. Nevertheless, quite a large number of the pre-service teachers in the control group continue to show a misunderstanding of the concepts after they were taught through the traditional lecture-method. Again, the study found that the jigsaw approach enhanced the pre-service teachers’ attitudes toward the organic chemistry concepts than the traditional lecture-method.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0952/a.php" alt="Hit counter" /></p>