This chapter focuses on teacher learners’ practical design of engaging VR-based oral tasks and the evaluation of these tasks through self-, peer-, and teacher-educator assessment, with the aim of exploring their knowledge base in relevant domains. Twenty-six teacher learners were interviewed and asked to design an engaging VR-based oral task, followed by reflections on its strengths and weaknesses. Their task designs were then assessed by three peers and a teacher educator using the TPACK (technological pedagogical and content knowledge) framework. The analysis implied that teacher learners thoughtfully considered multiple dimensions of task engagement and incorporated engaging task features, demonstrating adequate content knowledge. However, gaps were identified in their pedagogical knowledge, technological knowledge, pedagogical content knowledge, and TPACK, underscoring the need for targeted professional development. These findings emphasise teacher learners’ professional development needs in integrating technology, pedagogy, and content for effective task design.