The aim of this study is to examine difference in the effect of instructional methods (lecture-discussion versus group discussion) and teaching talent on teacher trainees student learning outcomes. It was conducted by a quasi-experimental design using the factorialized (2 x 2) version of the nonequivalent control group design. The subjects were 168 students as teachers trainees from eight study programs in Faculty of Teacher Training and Education, University of Jember, Indonesia. Data collected were analyzed by two-way Analysis of Variances (ANOVA). Results of the study showed that (1) the learning outcomes of students taught by the lecture-discussion method were different from those of students taught by the group discussion method with F test of 111.864, significant at p<0.05 and the relatively strong effect size of 0.406. The group discussion method was proven to be more effective in improving the student learning outcomes than the lecture-discussion method; (2) the difference in teaching talent affected difference in student learning outcomes with F test of 128.708, significant at p <0.05 and the relatively strong effect size of 0.440. Students with higher teaching talent tended to achieve higher learning outcomes among both groups of students taught using either lecture-discussion or group discussion methods. However, students with lower teaching talent tended to achieve lower learning outcomes among both groups of students taught using either lecture-discussion or group discussion methods; (3) the interaction of lecture-discussion vs group discussion methods and teaching talent significantly affected student learning outcomes with F test of 91.713, significant at p<0.05 and the relatively strong effect size of 0.359.