Biology pre-service teachers in 3^rd and 4^th university year should perform 14-days pedagogic practice in lower secondary or secondary school. Because of the COVID-19 outbreak, the pedagogical practice was conducted as distance online education. Overnight, they were expected to adopt online environments. How successfully the pre-service teachers implemented the pedagogical practice of the university program Subject Teacher, Biology, Faculty of Science and Mathematics, University of Maribor, during COVID-19 is the content of this paper. The paper presents a SWOT analysis of the implementation of pedagogical practice in lower secondary and secondary schools in distance online education, during COVID-19. The key competences developed in distance education, the experience gained, the usefulness of ICT, which ICT is useful in distance education and the personal feelings of pre-service teachers before and after the practice are highlighted. Most pre-service biology teachers describe experience as good, exceptional and something quite different from the original expectations. Biology pre-service teachers are grateful for new knowledge about computer applications that are very useful in biology distance education (Powtoon, Filmora, Audacity, Quizlet, Zygote body, Moodle, Padlet, etc.). The main disadvantage of distance learning is the lack of direct contact with students and the time delay, as they spend 3 to 5 times more time preparing materials for distance learning than for performances in school settings.