Instructional strategies determine the approaches an educator may take to achieve learning objectives. Research has shown that sets of strategies or instructional models anchored on social constructivist learning theories were found to be effective in enhancing active participation. It is particularly influential and meaningful in many areas of learning and teaching especially in the field of continuing professional development (CPD). This article reports on the experience in organising an in-service training course as part of the CPD programme for teachers from Southeast Asian countries to introduce the concept of Values-Based Water Education (VBWE). It aims at exploring the participants' understanding of values-based water education via interactive instructional strategies introduced in the course. Strategies/approaches to enhance conceptual understanding via interactive instruction included grouping the participants into four expert groups to explore various issues of water related to environmentally sustainable development; health, sanitation and recreation; social equity and human dignity; culture, traditions and religious practices. Strategies/approaches to stimulate knowing in action via experiential learning included using field studies to explore various issues related to polluted and non-polluted water. Survey questionnaires were administered to 23 course participants from 8 Southeast Asian countries to evaluate their perceived levels of knowledge/skills on 12 selected items related to the focus of this study. Data analysis was also reported via descriptive and inferential statistics. The findings revealed that the participants showed significant improvements (p less than 0.01, with t-values ranging from 6.64 to 12.46) in all items related to their perceived levels of knowledge and skills towards the topics introduced in the training course. Method triangulation was also made with report of findings from observation, interviews and output of learning as observed from their preparation of group presentation including fieldwork reports. In conclusion the implication of the study was elaborated on how teachers' CPD could be redefined for meaningful learner-centred learning incorporating values-based education. (Contains 4 tables and 2 figures.)