Professional Digital Competence (PDC) is a stated priority in teacher education policy across Europe, yet its integration into programme structures remains inconsistent. This paper shifts focus from individual competence to the organizational conditions that enable or constrain PDC implementation. Drawing on an explorative case study at a Norwegian teacher education institution, the study analyzed policy documents, coursework assignments, and exam descriptions, and conducted focus group interviews with programme leaders and department heads. Thematic analysis revealed four interrelated organizational barriers: weak policy anchoring outside the operative governance line, diffuse responsibility without clear accountability, a norm of professional non-interference that discourages oversight, and subject-level fragmentation that privileges instrumental skills over cross-cutting concerns. These barriers form a self-reinforcing pattern suggesting that effective interventions must target system structures rather than individual behavior — through formalized mandates, dedicated coordination roles, and integration of PDC into institutional quality assurance routines.