This paper investigates the state of preparedness for online learning in training inclusive teachers, applying the Technological Acceptance Model (TAM) to analyze findings from a case study based on a literature review. The study first examines the adoption of online learning before and after COVID-19, then identifies outputs needed to enhance readiness, and finally proposes actions required for effective transformation to online teaching. It finds that ineffective utilization of online learning is attributed to multiple factors, including inadequate infrastructure, limited internet connectivity, lack of assistive devices, psychological distress, low motivation, insufficient institutional support, and poor system quality. The paper concludes that readiness for online learning can only be enhanced if teacher training colleges invest in appropriate infrastructure, provide targeted professional development, and ensure robust institutional support systems.