This study aims to investigate and validate the components and indicators of instructional design competence for Thai preservice teachers. The research began with a synthesis of relevant concepts and theories through a comprehensive literature review and expert interviews, followed by the development of a questionnaire for data collection. The instrument was then administered to 471 pre-service teachers. The findings revealed that the instructional design competence of pre-service teachers comprises 3 dimensions: knowledge, ability, and personal attributes. The knowledge and ability dimensions are further subdivided into six common components: curriculum analysis, learner analysis, determination of learning objectives, design of learning activities, selection of instructional media and resources, and measurement and evaluation of learning outcomes. In contrast, the personal attributes dimension includes traits such as curiosity and a willingness to learn, teamwork, systematic thinking, creativity, and moral ethics. Furthermore, confirmatory factor analysis (CFA) using LISREL software demonstrated that the developed model exhibits acceptable goodness-of-fit indices (e.g., X[superscript 2]/df = 1.582, NFI = 0.984, RMSEA = 0.035, CFI = 0.994). The standardized factor loadings indicated that the Ability dimension had the highest weight (0.989), followed by the knowledge dimension (0.976) and the personal attributes dimension (0.890). Among the sub-components, the design of learning activities and the measurement and evaluation of learning outcomes in the knowledge and ability dimensions, as well as systematic thinking in the personal attributes dimension, showed the highest loadings.