Many universities, that are forming future teachers had realized massive investments on technological infrastructure and the modification of curricular grids, in order to develop and improve the digital competences in education. The aim of this document is to exhibit the principal intervening conditions – both facilitating and hindering – which are present when these pre-service teachers begin to incorporate virtual reality (VR) and augmented reality (AR) technologies on their initial teaching strategies during their supervised internships. For this purpose, eleven semi-structured interviews were conducted with third-year pedagogy students from a Chilean university, which were analyzed on a descriptively and relationally level using the procedures of the Grounded Theory. The discoveries have shown a dimmed perception of the benefits obtained using technologies on terms of innovation for the students; at the same time disappointment and critic are noticed regarding the real contribution of technology in promoting quality learning. The data highlight the value and necessity of specific training to integrate technology in the classroom, as a transition from being a user to being a technological mediator.