This phenomenological study was carried out in order to explore the lived experiences of Post Graduate Diploma in Education students on the strengths and weaknesses of the program during the Covid 19 Pandemic. It also aimed at mapping up the way forward based on what works in the light of the new normal. The inception of the Covid 19 Pandemic resulted in sudden disruptions in most national systems including the educational systems in Zimbabwe. The Government responded to the pandemic with lockdowns, travel restrictions and social distancing. Within the tertiary education realm, the teacher training system was among those that were hard-hit because the teacher education program includes both theoretical and practical components. The practical component is the teaching practice, the hands-on experience that is significant to the student teachers. This meant that the nationally enforced COVID 19 restrictions would need adjustments in and restructuring of the pedagogical activities and practices that complied with the COVID 19 restrictions. Such strategies included adopting e-learning on various virtual platforms. Both teachers and students had to upscale their computer technology skills as fast as possible in order meet the demands and duration of the program. The study adopted a qualitative approach and thematic analysis was used to categorize responses. Five major themes emerged from the data collected as follows: Financial constraints, poor and unreliable internet connectivity: capitalizing on strengths of the program: students’ developed coping strategies and COVID 19 experience as a learning curve. The recommendation is a total embrace of the new normal by institutions of higher learning. In addition, the study also recommends that crisis preparedness and adequate student orientation are very necessary for smooth running PGDE program.