Despite numerous previous studies that investigated the adoption of photovoice as the method to capture both students' and teachers' past experiences in qualitative research and educational settings, more needs to be done to explore how student-teachers voice their learning experience (e.g., beliefs, emotions, values or perceptions) and, in particular, online thesis examination experiences during the COVID-19 pandemic. To extend this scholarship, this phenomenological case study reports how student-teachers articulated their critical incidents while enacting an online thesis examination in a higher education context using the under-utilized data collection method of photovoice. Out of sixteen student teachers who took part in an online thesis examination, three student-teachers were recruited as the participants in this study. Findings reveal a visual illustration of the experiences and provide insight and understanding of this phenomenon. This study demonstrates that teacher educators, curriculum developers, and faculty members should recognize students' feelings during an online thesis examination to provide a more responsive experience.