Teaching in the 21st century involves encouraging creativity and active engagement of students in the learning process. This requires using student-centred approaches for tertiary students to improve their learning experiences and help develop 21st-century skills. Hence, small group learning has become a significant priority in preparing and equipping accounting students with the creative, collaborative, problem-solving skills and academic competencies required in the workplace. This article employed a qualitative case study research approach within the interpretive paradigm to understand how pre-service Accounting teachers learn through a small group tutorial strategy. Twenty pre-service Accounting teachers were purposively selected from a population of first-year pre-service Accounting teachers. Data were obtained through semi-structured individual telephonic and WhatsApp-based focus group interviews and analysed using the thematic analysis method. What emerged from the findings is that participants acknowledged the role of small group tutorials in creating a supportive social environment that allowed opportunities for enhancing learning of procedural processes and problem-solving skills. Most pre-service teachers were inspired to express themselves and share more freely without being ridiculed. Engagement in small group tutorials led to positive interdependence and interaction while developing self-confidence and interpersonal skills. Diversity in members created spaces for students to share different viewpoints on analytical approaches to solving Accounting problems.