Microteaching, an efficient teacher training technique, provides teachers an opportunity to enhance their teaching competencies. This study explored the effects of microteaching on the teaching skills of the pre-service teachers at a college of education in Bhutan. The study pursued a mixed mode of research methodology adopting a quasi-experimental pretest-posttest design. A sample of 64 Bachelor of Education (B.Ed.) second year students were selected to participate by clustered random sampling. The students received microteaching guidance from a team of four tutors including the researcher. The data source included teaching skills assessment, assessment of the analysis report, and students' reflective journal. After performing satisfactory validity and reliability checks, the quantitative data assembled from pretests and posttests and reflective journals were analyzed and interpreted using t-test with p<0.05 level of significance, mean, standard deviation and descriptive statistics frequency. Qualitative data was analyzed based on the grounded theory of Strauss and Corbin (1998). Analysis from the teaching skills assessment analysis report and student's reflective journal revealed that microteaching not only improved the teaching skills of the pre-service teachers but also enhanced their confidence in general.