High-quality field-based experiences are at the core of teacher preparation programs; however, the COVID-19 pandemic severely limited access to such placements for pre-service teachers. This descriptive study examined how virtual tutoring in a summer-semester intermediate literacy course impacted both pre-service teachers and students served. Pre-service teachers worked in dyad pairs to plan and implement reading and writing instruction for a student in the local community in grades three through six using video conferencing platforms. Findings indicated virtual tutoring led to pre-service teachers feeling prepared to work with students in grades 3-6 in one-on-one, small group, and whole-class settings, along with feeling prepared to locate texts for this age group. Tutees felt they learned more and were more excited about reading in virtual tutoring than in their regular school experience. Both groups indicated successes and challenges during the experience.