The purpose of this instrumental case study was to examine preservice music educators' (PMEs) perceptions of a semester-long fieldwork experience first delivered in person and then asynchronously online. Using the community of inquiry (CoI) framework, I analyzed the PMEs' perceptions of their teaching presence in both fieldwork experiences. Participants cited benefits and challenges with lesson plan organization, in-person and asynchronous instruction, and building consensus about effective teaching. Notably, the asynchronous fieldwork provided a non-reactive environment where the script and delivery of content took precedent over a rehearsal mindset, which was more responsive and occurred during the in-person fieldwork. Based on these findings, music teacher educators might consider asynchronous fieldwork when in-person fieldwork is unavailable or as a stepping stone to prepare PMEs for in-person fieldwork experiences.