<p>Developing preservice science teachers’ (PSSTs) technological pedagogical content knowledge (TPACK) and self-efficacy beliefs is essential for fostering inquiry-based instruction aligned with twenty-first century educational demands and scientific literacy goals. This study reports on the design, implementation, and evaluation of <i>TEACH MINDs</i>, a pedagogical learning course grounded in the Technology-Integrated Metacognitive Argument-Driven Inquiry (TI-MADI) approach. The course engaged PSSTs (<i>n</i> = 69) from a Philippine state university in structured instructional, experiential, collaborative, and reflective activities to enhance pedagogical competence in science education. Quantitative analysis was done using Wilcoxon signed-rank test and Hedges’ <i>g</i> effect size with software-assisted thematic analysis of qualitative data. Expert validation by curriculum specialists, faculty, and alumni confirmed the course’s relevance and design quality. Results revealed statistically significant gains in PSSTs’ perceived TPACK (<i>r</i> = .419), personal efficacy (<i>r</i> = .508), and outcome expectancy (<i>r</i> = .501) in inquiry-based teaching. Thematic findings corroborated these results, indicating enhanced confidence, pedagogical insight, and technology integration competence. This study emphasizes the value of theoretically grounded, research-informed interventions in preservice teacher education and contributes insights for advancing science instruction through integrated pedagogical frameworks.</p>