This narrative study explores three pre-service English teachers’ experiences in designing digital stories throughout a TPACK Competence Training which uses Learning by Design Approach. The data was obtained from the pre-service teachers’ reflective notes, artifacts, and semi-structured interviews. The present study revealed that pre-service English teachers experienced five steps of learning by design process namely: (1) understand challenges; (2) plan design; (3) construct; (4) test; and (5) Analyze and explain. Although there were some differences between the activities done in several steps of training with the activities of previous studies, pre-service ELT teachers have done all steps completely. It was also found that after completing the TPACK competence training, all participants are in the level of “accepting”. In the accepting level, the participants have accepted that digital story can be used pedagogically. The implications of the study are further discussed.
