The field of education is facing critical shortages in qualified teachers. Preservice students are limited in field experience by their teacher preparation location and proximity to diverse populations. Many colleges and university tasked with teacher preparation are seeking post-pandemic solutions to teacher preparation which potentially involve virtual experiences. This study investigates literature (N=158) related to the use of virtual reality and augmented reality in teacher preparation. This literature review seeks to examine 10 years of empirical work as a foundation for current and future teacher preparation practice. [For the full proceedings, see ED636095.]