This study explored the experience of pre-service teachers in a coursework that was instructed using the Narrative Approach in Universiti Putra Malaysia. In doing so, the study intended to examine the perceptions of the pre-service teachers about learning in a Narrative Approach classroom as well as to understand on how their experiences of using the Narrative Approach promote their moral reasoning, in addition to discuss the challenges they encounter during the lessons. This study is a case study of six pre-service teachers in their sixth semester of the Teacher Education Programme in UPM. This study employed purposive sampling method in selecting the informants. The main data collection technique was semi-structured interview with the six pre-service teachers and triangulation with the researcher’s class observation and semi-structured interview with the LHE 3313’s (Moral Issues and Conflicts) instructor and pre-service teachers’ reflection essays. The data were transcribed, analysed and the emerging themes were categorised and discussed. The findings revealed that the pre-service teachers generally had mix perceptions including pleasant and unpleasant experiences towards learning using the Narrative Approach. The findings also disclosed that the ways narrative approach facilitates moral reasoning were through themes such as indoctrination avoidance, resources of understanding and diversity sensitivity. Their challenges regarding this approach were also highlighted, and themes such as affective issues, classroom environment that is not conducive, peers’ distractions, weakness in language proficiency, has been revealed. These finding led to the conceptualization of a model on the main Dimensions in Learning Using Narrative Approach for Pre-service Teachers which can be a valuable guide to understanding the pre-service teachers in order to provide more conducive and successful learning and teaching environment for them to promote their moral reasoning. This study has crucial implications for Moral Education instructors and curriculum developer in creating a more effective and successful teaching approach of the courses especially for pre-service teachers. Moreover, it would also provide input for the UPM policy makers especially in reviewing existing policies or formulating new policies so that the predicament of the pre-service teachers is addressed as well.