This study aimed to explore preschool teachers’ preparedness for technology-mediated teaching in an emergency situation in Bangladesh and addresses a research gap that plays a significant role in Bangladesh’s pre-schooling. The study design was exploratory, sequential mixed-method. Two phases of this study’s execution were used: first an instrument for measuring the teachers’ preparedness for technology usage was translated into Bangla and used in the first phase of the study as a Likert-type survey questionnaire. Using a random sampling technique, survey data from 397 preschool teachers was gathered. In the second stage, in-depth interviews with eight head teachers, eight preschool teachers, four instructors from Upazila Resource Centers, four instructors from the Primary Teachers Training Institute, and four NGO trainers were conducted. The results of the study show that preschool teachers are not well-prepared for technology-mediated teaching in any emergency due to the teachers’ limited technological proficiency, lack of online pedagogy, lack of encouragement and support from colleagues and school administrators, lack of resources and facilities, lack of teacher training, and lack of government policy regarding technology-mediated teaching for preschool.