Negative experiences of university mathematics education are often laid at the feet of online or blended learning. However, data collected as part of a five-year project at two universities suggests that there is much more to consider in determining the quality of preservice teacher mathematics education courses. This paper outlines a methodology that investigates the experiences of pre-service education teachers (PSTs) in relation to their journey of learning how to teach primary mathematics delivered via a variety of modes. Results indicated that the mode of delivery is not the critical factor as course design, teacher knowledge, and building rapport seem to be more influential in student success.