The rise of online education has spurred the development of online internships, providing solutions to challenges faced by pre-service teaching trainees (PSTTs) during unique circumstances. For example, in the COVID-19 pandemic, using educational software for online internships is not bound by geographical constraints. However, there is currently a lack of research on PSTTs engaging in online internships. This study employed digital tools to facilitate the participation of PSTTs in online teaching internships and to evaluate the effectiveness of these tools. Through a combination of surveys and interviews, we investigated the post-internship attitudes of PSTTs, the factors influencing these attitudes, and their preferences for the teaching internship model. The results indicate a significant difference in PSTTs’ satisfaction based on the frequency of teacher-student interactions and the degree of collaboration. Moreover, a significant difference was observed in PSTTs’ choice of online teaching internship model based on the frequency of teacher-student interactions. The study also discusses the benefits and challenges encountered by PSTTs during their online teaching internships. The insights derived from this study provide new perspectives for online internships and teaching internships.