The aim of this research is to examine the digital transformation process in vocational and technical education through the experiences and evaluations of teachers, and to reveal the effects of this process on teaching practices, teacher roles, pedagogical processes, infrastructure opportunities, and the quality of education. The research comprehensively addresses how digital transformation is experienced within the context of vocational and technical education, the challenges encountered, and teachers' opinions on improving the process. The research was conducted within the framework of the phenomenological model, a qualitative research method. The study group consisted of teachers working in vocational and technical secondary schools who actively use digital technologies in the teaching process. Data were collected through a semi-structured interview form prepared by the researcher based on the opinions of field experts. The obtained data were analyzed using content analysis; themes, sub-themes, and codes were created during the analysis process, and the findings were supported by direct participant quotations. The research results show that digital transformation has made teaching practices more interactive, increased student participation, and created a guidance-oriented transformation in teachers' professional roles. It was determined that teachers perceive themselves as competent in terms of basic digital skills; however, they experience various difficulties in advanced digital applications and pedagogical integration. Furthermore, infrastructure problems related to hardware and internet access, as well as a lack of in-service training, have emerged as key factors limiting the digital transformation process. However, the study concluded that digital technologies enhance the retention of learning and support professional skill development. The research reveals that for digital transformation to have a quality-enhancing effect in vocational and technical education, applied digital training should be increased and the curriculum adapted to the digital workforce market.