As we know, the four essential components of education are teaching, learning, course content or curriculum, and evaluative process. Thus, the evaluation process is an integral part of the educational system. Through evaluation, we know whether the students attain the learning experiences and vice versa and whether the teaching strategies are effective within the teaching-learning processes. Thus, the academic world is tailored to invent several techniques and procedures for evaluation processes. This article explores the attitude of teachers’ trainees towards a web-based evaluation system. The study's main objective is to determine the attitudinal differences towards web-based evaluation systems in terms of gender, locality, and stream of study. This study is based on descriptive-cum survey type research. Using a purposive sampling technique, the study sample consists of 46 teacher trainees (male =10, female =36). The research findings revealed no significant attitudinal difference between teacher trainees' views on web-based Evaluations regarding their gender, locality, and stream. It means that with respect to gender, locality, and stream, all have favorable opinions and attitudes towards Web-Based evaluation. It also indicates that technology significantly impacts all sectors, including students who want to develop an inclusive education by incorporating technology in educational sectors. According to the study outcomes, it can be said that technology-driven education is the most welcome at this juncture. Thus, we must become familiar with technology and build our educational process on technological intervention or artificial intelligence support.