Implementing student-centred pedagogical approaches can assist in developing critical twenty-first-century skills in students, and cooperative learning is one such approach. This chapter explores how cooperative learning within a blended learning environment can be implemented to enhance student engagement and foster self-directed learning. The study sample consisted of in-service teacher education students enrolled for a post-graduate course in mathematics. Students were provided the opportunity to experience the integration of technology and pedagogical initiatives in the form of cooperative learning while studying the course. An interpretive qualitative design-based research approach was used to implement three iterations of analysis and exploration, design and construction and evaluation and reflection to ultimately produce suggestions for practical solutions and theoretical advancements in the field. Amendments and additions were made to the course design based on participants’ feedback and further exploration of theory and practice. The chapter highlights design principles assisting facilitators, instructional designers and researchers on how to design a blended learning course that implements cooperative learning to promote student engagement and foster self-directed learning. The significance of incorporating the five principles of cooperative learning, enabling students to immerse themselves in the processes of self-directed learning and enhancing their technological pedagogical content knowledge (TPACK) are important lessons from this study.