This is a qualitative case study exploring preservice teachers' perceptions regarding technology-based teacher preparation at Cyril Potter College of Education, Guyana, South America. In the absence of previous studies on this population, themes and sub-themes common to the discussion of online education and perceptions were sought from forty-two preservice teachers who participated in a survey, semi-structured interviews, and a focus group discussion. The specific purpose was to assess their perceptions and experiences using technology in their training to determine possible barriers to integrating ICT-based pedagogy in teacher preparation. The data from the survey, transcripts of the interviews, and focus group discussion were collected and analyzed using technology-related thematic saturation methods. The findings, correlating with current research on technological pedagogical theories and technology adoption models, revealed that preservice teachers were positively disposed to adopting and integrating ICT for teacher training. In keeping with existing research, preservice teachers' technology-based experiences verified that digital technology did not occupy a significant position in curricular policy or pedagogical practices. Instead, the findings showed severe inadequacies in the existing teacher preparation program to deliver adequate training during the COVID-19 pandemic that forced a transition to a technology-dependent remote learning model. There was minimal evidence of competent use of or positive experiences during this period of forced integration of technology due to the absence of technological policies, infrastructure, or support. The findings thus imply that digital aptitude is still not considered a vital element of teachers' pedagogical competence. The recommendation is that government and other education stakeholders collaborate to modernize the technology infrastructure and revamp education policy to fund and facilitate the successful integration of a technology-based teacher training program. The research has shown that the beliefs and experiences of preservice teachers have a powerful impact on their motivation, their choices, and ultimately their pedagogical effectiveness in the classroom. This strengthens the need for their inclusion in all considerations for technology integration in teacher education. This study contributed to the body of research given that this population is new and that it afforded understandings that could better inform all stakeholders involved in technology implementation initiatives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]