This research paper documents what learning designs, teaching methods and teaching activities were most commonly used by pre-service teachers and experienced teachers as observed by the pre-service teachers when on their practicum visits in schools. The paper also outlines the benefits of documenting learning designs so that good teaching practice might be shared. Using case study methodology, the authors also report how infrequently the pre-service teachers participated in discussions about learning designs, teaching methods and teaching activities with their supervising teacher and/or other experienced teachers. The findings demonstrate that while the pre-service teachers recognized the benefits of documenting and sharing learning designs, experienced teachers did not regularly engage in these types of discussions.