The past decade has been marked by a shift toward practice-based approaches in teacher education. Rehearsal has become an important dialogic strategy for encouraging candidate reflection as they work toward deconstructing and enacting high leverage practices (HLPs) during their preparation. Despite the frequent reference to rehearsals in the literature on language teacher education (English as a Second Language and World Language [WL]), scholars suggest that candidates continue to face difficulties generalizing their practice once in the classroom. Further, rehearsals utilize in-time interruption as a component of the instructional cycle--an element that might deter candidates from entering the field. Virtual opportunities might address these obstacles by supporting candidates in a safe space as they grow professionally and modify their praxis. In addition, the recent move to remote teaching as a result of the COVID-19 pandemic has forced all educators to re-think how they might provide quality, authentic experiences to future PreK-12 teachers. This article presents the findings of an inter-university collaborative experience in which 10 WL candidates were combined to engage in rehearsals via a multi-user virtual environment, Second Life® (SL™). Several affordances and constraints of the virtual practice-based approach are provided to guide language teacher educators in the future.