In the digital era, integrating multiple teaching strategies into language instruction is increasingly vital in teacher education. This study investigates the adoption and effectiveness of multiple teaching strategies in enhancing the pedagogical competencies of pre-service language teachers in Kenyan universities. Anchored in Multimedia Learning Theory, the research explores how textual, visual, auditory, and interactive digital resources contribute to more engaging and effective language learning experiences. A descriptive research design incorporating both qualitative and quantitative methods was employed. Data was gathered through semi-structured interviews and questionnaires from a purposive sample of 30 informants, comprising five language lecturers and twenty-five pre-service teachers, from two public and three private universities in Kiambu County, Kenya. The study aimed to capture diverse perspectives on the impact of multiple teaching strategies in language teacher training programs. Interviews with lecturers provided insights into the practical benefits and challenges of using these strategies, while the questionnaires revealed how pre-service teachers perceived their influence on instructional delivery, comprehension, and classroom engagement. Findings indicate that incorporating varied media formats can enhance learners' understanding and participation, however lecture-based method is frequently used due to barriers such as limited digital literacy and inadequate technological infrastructure. The study recommends enhanced digital training for educators, improved access to educational technology, and curriculum reforms that support the integration of diverse instructional strategies. These findings contribute to ongoing conversations about innovative approaches in teacher education, emphasizing the importance of flexible and adaptive teaching methods suited to the evolving demands of 21st-century classrooms.