Pre-service teachers have a dual role as both the learner and the (trainee) teacher and initial teacher education is required to cater for these dual roles. Inquiry as an approach to science education is increasingly being advocated as an effective way to develop the skills and knowledge of science in learners and pre-service teachers need to be prepared, as part of their initial teacher education, to use inquiry approaches in the classroom. Socioscientific issues are controversial scientific topics with implications for society and can be used as the context for inquiry. This research presents a case study of an initial teacher education module for pre-service science teachers that aims to develop the skills and knowledge of the PSTs as learners and develop their pedagogical approaches as teachers to prepare them to use inquiry approaches in SSI contexts as part of their teaching. The case study is presented in relation to the two aims of the module and recommendations are made for effective development of pre-service science teachers as learners and as teachers.