This mini-ethnographic study explored virtual elementary student teaching during the COVID-19 pandemic, focusing on mathematics instruction. It was framed using Ecological Systems Theory and Critical Pedagogy. Data were collected from interviews, focus groups, observations, and site documents. Thematic analysis methods were used to analyze the data. The analysis section began with the state student teaching policy and went on to examine its implementation in one elementary teacher education program in Maryland. Power relations between student teachers were examined along with the elementary student teachers' mathematics teaching practices. The study found that power relationships between the student teachers and their mentors and faculty supervisors negatively affected their teaching practices, especially when it came to teaching mathematics. Though student teaching was shown to be a gradual confidence-building professional development experience for most of the student teachers, virtual student teaching was shown to be ineffective and impractical for all. This study suggested providing opportunities for student teachers to practice mathematics teaching to prepare effective math teachers. The teacher education department and the host schools should follow the state student teaching policy. The teacher education program should also have control in selecting mentors, and the faculty supervisors should be supportive and caregivers. Finally, elementary education programs should redesign math foundation and methods courses focusing on practice-based learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]