The COVID-19 pandemic has had lasting effects on teacher education, particularly in California, where policy shifts in credentialing requirements during the pandemic have impacted teacher preparation programs (TPPs). This case study investigated the experiences of teacher candidates during the pandemic and their preparedness for post-pandemic K-12 classrooms through interviews and document review. The interviews with 12 participants from a private, faith-based Southern California TPP revealed a reliance on prayer and faith, along with strong support from faculty and staff. Participants had mixed views on the teacher credentialing requirement flexibilities offered by the California Commission on Teacher Credentialing (CTC). After receiving their credentials, all participants faced challenges such as behavior issues, learning loss, and an over-reliance on technology in the classroom. Half of the participants expressed feelings of burnout and considered leaving the profession. The findings suggest the importance of TPPs incorporating lessons from the pandemic into their practices. To support future teacher candidates in addressing the challenges of post-pandemic K-12 education, the researcher recommends TPPs increase their emphasis on social-emotional learning and new standards for literacy to address learning loss. Additional research is needed to continue to explore how TPPs can foster a holistic view of student wellness in teacher candidates. [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/en-US/products/dissertations/individuals.shtml.]