Innovative teaching methods are gradually becoming indispensable. Today, more than ever, teacher trainers are expected to think critically about effectively applying activity-based and project-based learning in a micro-teaching course. This study investigates the effectiveness of activity-based and project-based learning for improving preservice teachers’ teaching skills in a micro-teaching course. The study employs the experimental research design. A purposive sampling technique is used to select a sample of 63 second-year students out of 300 undergraduate students of the Department of Curriculum and Pedagogy in the Faculty of Education of the University of Bamenda. Stratified randomisation is used to place students into two treatment groups: control and experimental. Each group is made up of 21 students. Data for the study is collected using a self-constructed pre-test and post-test. The instrument is face validated by two experts, and the Cronbach alpha reliability coefficient is 0.821. The estimation technique used is a paired sample t-test. From the findings, the higher post-test scores as compared to pre-test scores reveal that, micro-teaching course has resulted in the expected acquisition of teaching skills. The results for hypotheses one and two are statistically significant (t=5.542; df=20; p=.000) and (t=5.878; df=20; p=.000) respectively. The study concludes that activity-based and project-based learning are effective, innovative methods for improving preservice teachers’ teaching skills. Based on the findings, this study recommends that teachers and learners should frequently use innovative teaching methods in a micro-teaching course and other courses alongside other innovative teaching strategies. Higher education authorities should insert innovative teaching methods and strategies into their programmes.