Maria Montessori established her first school almost 120 years ago. She prepared teachers herself through lectures as well as practice with Montessori manipulatives, and observation of classrooms. That method of preparing teachers had not changed significantly until recent years. Adult learners needed to attend class full-time in person, making it inaccessible to many. As technology has improved, some Montessori teacher education programs have experimented with hybrid formats, improving accessibility and providing a more interactive learning experience. This qualitative case study is concerned with not only documenting a potential historical transition in the nature of Montessori teacher training but also delves into the nature and meaning of that training change for the role and identity of the teacher, the learning process (as in, how is Montessori philosophy translated into a new mode of delivery), and the materiality of the teacher training. Through semi-structured interviews, this examination is concerned with the successes and challenges of Montessori teacher training from a pragmatic sense so as to provide important guideposts for organizations that have introduced change and wish to continue to improve their programming. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]