This study explored the ways pre-service teachers from Dar es salaam University College of Education (DUCE) in Tanzania, can develop Technological Pedagogical Content Knowledge (TPACK). 42 pre-service science and mathematics teachers and 4 instructors participated in the study. Findings revealed a limited TPACK among pre-service teachers at DUCE. Participation in authentic learning activities such as training, microteaching, collaborative lesson design and peer reflections, were found to be effective in developing TPACK. Results showed that these activities were relevant to the learning needs of the pre-service teachers and effective in developing knowledge, skills, competencies and confidence of integrating technology in teaching.