The COVID-19 pandemic had a global effect on education. The transition to emergency remote instruction emphasized the importance of technology training for existing and pre-service teachers. This qualitative case study examines how teacher preparation programs prepare pre-service teachers for the technological demands of the post-pandemic classroom. Additionally, this study examines whether teacher preparation programs satisfy the technological demands of current classroom teachers. Interviews, observations, and syllabi were collected from six university faculty members from the school of education in Wisconsin and Texas. Additionally, nineteen K-12 teachers from ten states responded to an online questionnaire. Data analysis revealed that many educators were unprepared for virtual instruction and experienced new and unfamiliar barriers to teaching. Additional analysis showed that teachers are resilient and have refined their classroom best practices through trial and error, despite facing many obstacles. Further research is needed to understand the pandemic's long-term effect on education and how institutions adapt to educational trends to effectively prepare teachers and prevent burnout. [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.]