<p>Both Making the Most of Classroom Interactions’ (MMCI) course and coaching have been found to be promising professional development (PD) models for improving pre-service preschool teachers’ teacher-child interactions knowledge and practice. Impact studies, however, do not provide insights into pre-service preschool teachers’ experiences with the MMCI course and coaching, which is needed to consider how to expand these promising interventions. This study aimed to explore Chinese pre-service preschool teachers’ experiences in these two PD models and how each component of the intervention influenced their professional learning. Drawing upon semi-structured interviews and documentary data with two pre-service teachers majoring in early childhood education (ECE), this multiple case study showed that the two participants had positive emotional, behavioral, and cognitive experiences in the MMCI course and coaching. Both participants shared the beliefs that coaching, in addition to the MMCI course, improved their skills of intentional teaching, motivations of professional learning, and child-centered teaching beliefs. The two participants also perceived different cognitive benefits and challenges from the intervention. The implications for future pre-service teacher training are discussed.</p>