This study explores pre-service teachers' perspectives about the use of WhatsApp as an educational tool. This is a qualitative project set within an interpretive paradigm. Sixteen pre-service teachers at a University of Technology voluntarily agreed to be part of this study. These pre-service teachers were divided into two groups of eight participants each to take part in a focus group discussion. The data collected were analysed deductively, linking it to literature and the Community of Inquiry theoretical framework. The results show that despite challenges, pre-service teachers used WhatsApp because of its benefits, which include cost-effectiveness, quick dissemination of information, supporting learning and relieving stress among preservice teachers. The researchers concluded that lecturers and pre-service teachers should adopt and adapt WhatsApp for teaching and learning as a tool that supplements the learning management system in order to meet the contextual and diverse learning needs of students.