Abstract: This paper provides an analysis of the implementation of a blended learning approach in a newly revised part-time teacher education program at the University of Oslo, Norway. A digital learning platform was implemented in the pedagogy component of the study and served as an extension of the compulsory face-to-face pedagogy seminars and lectures on campus. The study aims to identify how the student teachers use the modules in their learning process and how they assess the teacher education program as contributing to the development of their professional digital competence (PDC). Our main finding is that student teachers actively use the online modules to structure their studies. The students who report that they actively use the online modules assess the teacher education program as enhancing the development of their PDC whereas those who report a less active use state that the teacher education program is less valuable in contributing to the development of their PDC.