This case study, within the qualitative research paradigm, aimed to focus on the student teachers' experiences in an emergency remote microteaching course that was offered as an undergraduate course at a university in Northern Cyprus during the first wave of the COVID-19 pandemic. The qualitative data, that were gathered from 10 volunteering student teachers through written feedback forms and semi-structured interviews, revealed that the student teachers improved their instructional knowledge and skills. They also stated that they developed self-awareness on their teaching skills. However, the data also indicated that the student teachers felt lost, overwhelmed, and disappointed during this emergency remote microteaching course. The lack of interaction during synchronous lessons, problems and shortages concerning digital devices and skills, and the lack of appropriate learning environments for remote learning led the student teachers to feel lost. Also, the demanding nature of the course with a high number of assignments, as well as its focus on course completion, proved to be overwhelming for the student teachers. Additionally, the data indicated that the lack of authenticity in learning practices and the mismatch between the student teachers' pre-COVID expectations from the course and the realities of emergency remote education led to disappointment. The study suggests improvements, and recommends further research on remote microteaching courses in initial teacher education. [This article includes an extended summary in Turkish.]