Breakthroughs in technology-based assessments recorded in the last decades have given impetus to the integration of technology in teaching practice supervision. This paper describes an electronic supervision (e-TP) model developed for the teaching practice component of the science teacher training program by one university in Zimbabwe. It further sought to determine how school Heads, Deputy School Heads, Heads of Departments and school based mentors from 5 purposively sampled Bindura Urban district schools embraced the electronic student teacher supervision and assessment (e-TP) model introduced (as pilot) by one science teacher education university in Zimbabwe. A qualitative case study research methodology was used to provide an understanding of the participants' experiences and acceptance of the e-TP process. Data were analyzed through thematic analysis procedures which helped identify common themes. Results of the study conclude that e-TP has great potential in improving student teacher supervision. It was observed that the university didn't do enough to disseminate and induct the schools on the implementation of the new model which on further exploration was the cause of the attitudes portrayed by the schools towards e-TP. It is recommended that the university should actively partner cooperating schools in the implementation of the innovation and offer training and support to both students and mentors regarding the acquisition and usage of the said technologies.