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Business Studies education has globally shifted toward learner-centred approach, with South Africa’s Curriculum and Assessment Policy Statement positioning Business Studies teachers as facilitators who are expected to employ learner-centred teaching methods. However, teacher-centred instruction persist to prevail in many classrooms, while Pre-Service Teachers (PSTs) are expected to mitigate this gap during their teaching practice. This qualitative case study was able to address this gap by examining 25 purposively selected Portfolio of Evidence (PoE) submitted by Business Studies third-year PSTs at An Open Distance eLearning institution in South Africa, utilising a thematic analysis. The findings were interpreted through Bandura’s Social Cognitive Theory and revealed that participants employed diverse learner-centric methods, such as cooperative jigsaw learning, case-based teaching, role playing, inquiry-based methods, flipped classrooms and think-pair-share. The PSTs further reported that well-facilitated collaborative structures promoted inclusive participation, particularly among learners who were previously reluctant and hesitant, and that cooperative learning and case-based learning were the main drivers of critical thinking development and problem-solving skills. Participants credited these methods mostly to their university training. The study offers ramifications for teacher educators training Business Studies PSTs for professional practice.