Technology education instils technological literacy in South African learners, preparing them for life and employment. Yet, few high school-level Technology1 teachers are being trained and ensuring that Technology student teachers are optimally prepared, is vital. Learning strategies such as problem-based learning need to be implemented to provide students with opportunities to have their voices heard as well as being actively involved in their education. Hybrid problem-based learning has been successfully implemented in geography and life sciences teacher education, but its use in Technology teacher preparation has not been reported. Therefore, we conducted a concurrent triangulation research study at a South African university offering Technology teacher preparation. In the study, we explored how teacher students experienced and perceived hPBL as a teaching-learning strategy and how this gave them a voice in their teacher training. The study, therefore, substantiated hPBL as a beneficial teaching-learning strategy that can give Technology student teachers a voice and actively involve them in their construction of learning.