This is an action research carried out to challenge my PowerPoint-based traditional way of delivering lecture. Awakened by calls for 21st century classroom models, which, among others, is to embed creativity and innovation as a means for critical thinking skill, a journey to embark on a cloud-based zooming presentation combined with grounded-based strategy to stimulate thinking was undertaken. The triggering factor for the innovation owes to the stagnancy of ideas in preparing and delivering the lesson, coupled with the dullness in the classroom atmosphere. Twenty two pre-service teachers served as the unit of analysis in this qualitative study. Data were collected using students' after-class reflection or exit slips, and thematic analysis was deployed to find the themes. The contentment and satisfaction derived from the experience are evidenced in their reflection. Throughout the new experience, I encountered many possibilities and impossibilities. Apart from enriching my strengths, it invaluably discloses my rectifiable weaknesses; the ones that I did not believe needed to be addressed before. The feedback paved to a whole new perspective of personal mind rebooting. What I gathered from the endeavour is the lesson for life; lifelong learning could only be manifested if you are willing to expose yourself for possibilities and impossibilities. To 'learn, unlearn and relearn' is a true notion to be grasped and exercised by a 21st century teacher.