Teacher preparation programs are ever evolving based on research and student needs. The use of technology, such as virtual reality (VR), is at the forefront of education to help provide opportunities for teacher candidates to practice teaching in a semi-authentic classroom environment of students with and without exceptionalities. VR is a way for teacher candidates to practice teaching in a structured and conceivably less stressful environment in comparison to a real brick and mortar inclusive classroom. This qualitative study utilizes interviewing with video cuing for two novice teacher participants who went through the same inclusive education course at a major university teacher preparation program. The data analysis identified several major themes: reflecting on VR difficulties through emotions, influence on evolving teacher practices, the teacher preparation experience, lesson planning, and challenges and growth with VR. Overall, participants found the VR experience to be less beneficial initially. However, after observing their videos from their work in the VR lab during their teacher preparation experience, the candidates' perceptions shifted with the understanding that had there been a reflective piece to the experience, they would have gained more knowledge working in inclusive settings. Thus, suggestions for practice include reconceptualizing VR work to include a rigorous critical reflection component to better support the learning of preservice and novice educators. [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.]