This case study examines the emotional and psychological needs of three teacher candidates enrolled in an online hybrid teacher preparation program. The online hybrid model contains courses that combine face-to-face and synchronous online meetings. Data are derived from emotion diary entries and semi-structured interviews. Results suggest that face-to-face classes promoting the development of a caring cohort community are essential for establishing trust that may transfer to online seminars as candidates discuss their challenges, struggles, and successes during student teaching.