As a result of COVID-19, teacher preparation institutions scrambled to change face-to-face delivery of coursework to various online approaches (e.g., synchronous, asynchronous). This special issues brief is the second in the series released by the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR Center). Both briefs describe the essential features for providing high-quality, structured, and sequenced opportunities for teacher candidates to practice within teacher preparation programs. This brief complements the first by offering innovative strategies for reconceptualizing what deliberate practice-based opportunities look like when implemented in virtual learning environments. This brief is intended for educator preparation programs (EPPs) and teacher educators striving to prepare effective teachers by: (1) illuminating features of effective practice and special considerations within online learning environments; (2) showcasing models of practice-based approaches informed by the science of learning that are effective for supporting candidates in learning to teach; and (3) introducing the way the innovative strategies used within virtual learning environments can extend EPPs' reach to recruit potential candidates not tapped previously. [For the first brief in the series "Learning to Teach: Practice-Based Preparation in Teacher Education. Special Issues Brief," see ED570144.]