The five step model of Learning through Action (LtA) (Laws, et al., 2013) was applied to elementary teacher education students (PTs) at Can Tho University who were studying Science, with the aim of improving their critical thinking. Two research questions were examined: To what extent does implementing an adapted micro-teaching procedure enhance pre-service teachers’ critical thinking? and, What are participants’ perceptions towards the adapted micro-teaching procedure in Science teaching practices? Evidence of the PTs’ critical thinking capacity was taken from the instructors’ classroom observation filed notes and the PTs’ portfolios. The PTs’ perceptions of the use of the micro- teaching procedure were collected from interviews. Results from the interviews showed that the PTs held a positive attitude towards the contributions of the micro-teaching procedure to their thinking skills and teaching practices. Overall results indicated that the micro-teaching procedure also contributed to the PTs improved critical thinking dimensions.