The global COVID-19 pandemic has caused many adaptations to preservice teacher preparation, especially supporting completion of field-based internship experiences. This mixed methods research project utilized surveys to analyze the impact of virtual settings on (1) intern (n=14) and mentor teacher (n=5) experiences and relationships; and (2) the use of instructional technology, specifically Technological Pedagogical Content Knowledge (TPACK). Key findings indicated (1) reversals of traditional mentor/intern relationships; and (2) the role of technology as the foundation of instructional decision-making, resulting in challenges when adapting pedagogies of classroom management, assessment, and differentiation to virtual settings.