This study aimed to develop a teacher learning model that provides a variety of learning experiences to enhance the professionalism of elementary English pre-service teachers. A survey was conducted on 48 pre-service teachers and 10 experts, which focused on their perceptions about the various learning experiences provided by the SITE teacher learning model. First, the TIE teacher learning model was developed through a prior research analysis, and individual cognitive learning, practical experiential learning, and transformational learning were set as major learning types. Then, the foregoing model(SITE) that reinforced social interaction learning was finally developed through expert opinions and additional literature analysis. Second, after integrating the SITE teacher learning model in the curriculum, the perceptions of pre-service teachers and experts were examined. As a result of the quantitative analysis, the theory–practice– discussion–reflection structure was recognized as appropriate, and the need for topics related to each type of teacher learning was also emphasized. Third, as a result of the qualitative analysis, pre-service teachers wanted to focus their learning more on the content aspect, particularly on specific practice such as theory learning and teaching practicum. On the other hand, the experts hoped that the structure of teacher learning could be provided convergence rather than linearly and fragmentary. In order to apply the SITE teacher learning model to augment the professionalism of the aforementioned teachers, some implications are discussed.