This case study analyzed the TPACK development and transfer of a special education elementary school teacher. The study was guided by the following research questions: 1) What instructional strategies and experiences in the graduate pedagogy course supported TPACK development of this preservice teacher? 2) What are the internal and external factors affecting TPACK transfer for this teacher? The study showed that TPACK level of the participant increased to the Exploring level during the graduate course but regressed to the Adapting level during first year of teaching showing partial transfer of TPACK. The study described course experiences and instructional strategies that supported preservice teacher's TPACK development in the graduate course and identified some external and internal factors that could have affected the TPACK transfer from college classroom to teaching.