Pre-service teacher training (PTT), programs are required to emphasise the importance of enhancing the theory practice nexus and on constantly developing a sense of teacher identity and teaching competencies (Liu & Low, 2015) for the 21st Century learners. The 21st Century Curriculum Research Project (21CP) sought to explore how pre-service teachers could be adequately equipped with 21st Century skills for ICT integration. This paper reports on the development and implementation of a technology integration curriculum conducted with pre-service teachers at a university in the Western Cape, South Africa. The findings of the study have highlighted that a curriculum grounded in a sound theoretical base can yield desired outcomes in f2f/online context. It argues that the theory-practice nexus could be bridged through experiential learning from carefully designed activities. Furthermore, it suggests that cognitive access is crucial in the design and presentation of any curriculum. [For the full proceedings, see ED622227.]