For this study, Mursion TeachLivE™ simulation afforded virtual microteaching opportunities for elementary prospective teachers (PTs) enrolled in online mathematics method courses over two years. We assert that virtual microteaching (i.e., leading student-centered discussion after problem solving) using customized Mursion simulation coupled with supporting curricula approximated practice by requiring PTs to be reflexive collaborators; their perceptions about leading mathematics discussions improved. Pre and post surveys, administered during method courses, were analyzed using multiple methods, including quantitative (descriptive and inferential) and qualitative (comparative and thematic). PT's perceptions of their confidence and preparedness to teach increased; these findings for virtual microteaching align with existing research about learning from microteaching. However, our findings add to extant knowledge by suggesting that the elementary PT teaching anxiety decreased, and their preparations were more in depth, autonomous and intrinsically supported. Future research ideas related to this project are shared.