Abstract: This study was conducted on Teacher Educators in National Teachers’ Colleges found in the Northern (West-Nile) and South-Eastern Uganda. It focused on didactical questions to help teacher educators explore what it is that creates technology-rich environments to trainees. It was also anchored on a wide range of literature review. It adopted a phenomenological design with a qualitative approach of using interviews and Focus Group Discussions. Three specific objectives were used, namely to: (i). Assess how teacher educators implement technology-enhanced learning (ii). Establish the availability of Technology-enhanced learning tools used (iii). Identify challenges of Technology-enhanced learning in NTCs in Uganda. Participants were Sixty-four (64) in the study. Data was collected and analysed qualitatively using verbatim statements backed with direct quotations of participants. The findings of the study revealed that majority were short of ICT skills to conduct online teaching. The commonest tools were mobile phones because majority could access them as compared to Desktop and Laptop computers. In addition, blending of content and pedagogy was highly challenging, there was inadequate prior knowledge and skills in using ICT applications, coupled with network and unreliable power supply. Institution-based training through CPDs and peer mentorship are recommended in addition to the paradigm shift from teacher-centredness to learner-centredness.