The purpose of this research is to examine the effect of microteaching on teaching experiences of pre-service chemistry teachers. The research which was a one-group pretest-posttest design study was conducted with 31 pre-service chemistry teachers in a state university in Turkey in 2009-2010 fall semesters. The data of the research was collected by using self-evaluation, group evaluation, peer-evaluation, researchers' evaluations, observer evaluation together with students' self-reflective essays and feedback forms. The data obtained from this study shows that pre-service chemistry teachers lack skills related to teaching experience before applying microteaching. Also the results of this study show that microteaching contributed to the development of communication skills performance, illustrated talk performance, and process skill lesson performance of the pre-service teachers. Moreover, pre-service chemistry teachers realized the deficiencies in their chemistry teaching practices and overcame them, emphasized the relationship between chemistry and daily life more, became more aware of students' misconceptions about chemistry topics due to the microteaching technique.