Institute of Teacher Education plays a very important role in producing potential teachers in implementing quality teaching and learning. Every year, the Malaysian Institute of Teacher Education becomes the main supplier of trained novice History optionist teachers to primary schools nationwide. There is no doubt that these novice teachers also faced various pressures and challenges in order to implement quality and excellent teaching and learning in order to produce educated younger generation line with the new millennium demands. Thus, a case study was carried out using purposive sampling. Qualitative data for this study were triangulated through various interview sessions, observations and document analysis. The sample of this study consist of 5 novice History teachers, 5 school administrators and 5 colleagues of the novice teachers from the Northern Zone. All these novice teachers selected for this study is from the January 2014 cohort who completed their studies in Bachelor of Education Program and majoring in History. These respondents were all posted to the vernacular schools in 2018. This study aims to identify the strengths and challenges faced by these novice teachers in implementing their daily Teaching and Learning practices in selected vernacular schools. The results of the study found that these novice teachers are able to implement 21st Century Classroom Teaching and Learning well. They are also highly skilled in the use of Information Communication Technology and Multimodal Medias as well as producing digital teaching aids for teaching and learning purposes. However, it was identified that these teachers also faced some challenges in implementing effective teaching and learning in their classroom. Among the challenges that have been identified are the difficulties of class control, being burdened with very high teaching periods and having to teach more periods of non-option or non-elective subjects. Several suggestions for improvement have also been discussed in this study.