Extended reality experiences for mathematics teachers can allow them to understand both pedagogy and the mathematics itself in new ways. In this study, the authors explored a virtual reality simulation for learning about geometric shapes, where teachers could engage in joint, shared manipulation of holograms in three dimensions. The authors examined what teachers saw as the affordances and limitations of this activity, as well as how the activity transformed their understanding of extended reality, through three cases of groups of teachers. Important themes emerged related to engagement, tangibility, collaboration, and dynamicity of the virtual reality environment, as well as serious concerns relating to space, cost, and physical issues. Implications are discussed for training teachers and teacher educators to implement embodied approaches to mathematics instruction.