Learning Science Principles (LSP) are evidence-based guidelines drawn from cognitive science, psychology, and neuroscience that explain how people learn and how instruction can be designed to support deep, durable, and transferable understanding. Rather than functioning as a standalone pedagogy, LSP operate as design principles that guide instructional decision-making, emphasizing practices such as building on prior knowledge, retrieval and spaced practice, managing cognitive load, fostering metacognition, and providing purposeful feedback. This chapter explores how learning is enhanced using LSP along with a Teacher Actions framework that integrates a Collaborative Online International Learning (COIL) partnership between the United States and South Africa, including both pre-service and in-service teachers. Using collaborative action research design, data were collected over a 6-week period from faculty-generated artifacts, including course syllabi, assignment instructions, and reflexive teaching notes, as well as from pre-service and in-service teachers’ video reflections and peer-review artifacts. Data were analyzed using reflexive thematic analysis. Findings indicate that virtual exchange created meaningful conditions for connecting theory to practice, strengthening research skills, and expanding intercultural understanding. Strong alignment emerged with core LSP dimensions, including creating motivating learning environments, practicing with purpose, building feedback loops, deepening meaning, managing the learning tasks, and connecting ideas across local and global contexts. Integrating LSP and Teacher Actions framework through COIL enriches disciplinary learning, strengthens global competence, and supports more equitable and socially responsive teacher education.