Increasingly, graduates across a range of professions are required to possess the ability to critically evaluate information, solve problems and participate in collaborative group work. Problem Based Learning (PBL) is a pedagogical approach to learning that emphasises student centred engagement with real problems or situations, involving learners in active decision making processes and in using theory to inform practice. This paper reports the perceptions a group of pre-service educators had to their participation in a unit of study conducted using a PBL scenario. The paper examines issues associated with teacher education, such as skills acquisition and the notion of the "gap" between theory and practice. The findings reported here indicate that PBL offers the opportunity for pre-service educators to participate in a learning experience that supports them in developing skills appropriate to their profession and in understanding how theory may be related to practice.