Abstract: The purpose of this study was to investigate the challenges that influence Open Distance Learning (ODL), pre-service teachers in the implementation of pedagogical theories in diverse classroom contexts during the teaching practice part of their training programme. A qualitative research approach in the form of a case study involved the collection of data by means of a questionnaire in which views of students who were registered for a teaching qualification were sought. The pre-service teachers were asked to state the problems that they encountered during teaching practice. The results were classified into 8 themes, namely; classroom management, learners negative attitudes, handling large classes, learners poor communication, learner assessment, interruptions of the teaching routine, lack of mentor guidance and passivity of learners that hindered diagnosis and understanding of new concepts. The results point to problems mainly attributed to local school contexts, such as shortages of resources, poor seating arrangements in the classroom and absence of mentor teachers to assist the pre-service teachers to create conducive learning environments. The ODL pre-service teachers who had no access to face-to-face tuition to enable them to emulate exemplary approaches of university tutors implementation of learner-centered pedagogical approaches faced a number of challenges that are reported in this study. Findings from the study can challenge and inform debate on designing field experiences for pre-service teachers.