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In South Africa, there is a pressing need to produce teachers who can integrate technology in teaching and learning. Therefore, this qualitative study explores business studies student teachers’ experiences of integrating technology during teaching practice. This study is located within the interpretive paradigm and an exploratory case study is adopted as its research design. TPACK framework serves as the lens used to understand the experiences of six student teachers who were sampled purposefully. Data collected through focus group interviews were analysed thematically.  The study revealed that student teachers found technology integration to be useful in their instructional practices. However, the study revealed that there was a lack of support from mentor teachers when student teachers were integrating technology. Despite this, they showed determination towards technology integration in their classrooms. Based on the findings, it is concluded that student teachers were determined to integrate technology during teaching practice.