Novice teachers are often looking for good learning designs on which to model their own teaching and learning environments. Additionally, they need the opportunity to discuss and reflect on their original designs and the designs of others to gain confidence and skills in teaching (Cameron, 2006; Kearney, 2007). However, as the research this paper describes found, our pre-service teachers are not been given this opportunity in their practicum schools. Encouraging these pre-service teachers to share and discuss their learning designs will facilitate these inexperienced teachers’ evaluation of the efficiencies, value and limitations of the individual learning designs and their experience in using them. If given this opportunity, these teachers would then take these insights with them into their professional lives.