Most educators increasingly regard ill-structured problem solving as an important objective of learning and have sought various means to achieve it. In this article, we describe a learning environment to help pre-service teachers in Singapore solve ill-structured problems. There are four key dimensions in our learning environment: tutor-led face-to-face tutorial, face-to-face discussion among participants, asynchronous online discussion, and a reflection log. The goal of this study was to investigate the roles of asynchronous online discussion and reflection logs in supporting ill-structured problem solving. Findings indicated that the use of asynchronous online discussion in an Asian context appears to mainly support two types of ill-structured problem solving processes, "Articulate the problem space" and "Generate possible problem solutions," while the reflection log seems to facilitate the processes of "Assessing the viability of alternative solutions" and "Monitor the problem space and solution options." The preservice teachers' perceptions on using the asynchronous online discussion and reflection log were also reported.