This article reports on the findings of phase two of a larger study, which examines pre-service teacher experiences engaging with a synchronous (live-time) platform as a part of their training. While phase one focused on pre-service experiences "e-learning" with this synchronous platform (Woodcock, Sisco, & Eady, 2015), phase two focuses on their experiences "e-teaching" with the platform. During phase two, fifty-three students who participated in a blended learning (including both face-to-face and online lectures) course were assessed in a teaching simulation through an online presentation, and participated in questionnaires and interviews about their experiences as e-learners using the platform. The EPEC (ease of use, psychologically safe environment, e-learning/e-teaching efficacy, and e-learning competence) hierarchy of conditions for e-learning competency (Woodcock, Sisco, & Eady, 2015), developed during phase one based on an analysis of pre-service teachers' experience as e-learners in this same study, was used as a framework to assess teacher perspectives as e-teachers using this technology. Qualitative interview and survey data were collected about students' experiences using the platform, and analyzed via thematic content analysis. Quantitative survey data were also collected and analyzed via basic statistical analysis. The findings showed that students generally favoured the online e-teaching synchronous platform over in-person presentations, and the quality of online presentations was considered at least as good as in person.