Amid a global pandemic, educators felt overwhelmed by the need to convert to new teaching and learning modalities. Students, too, had to adapt quickly to new ways of acquiring and processing information. The author relates how they needed to learn new technologies and rethink how to deliver content and create meaningful experiences for their preservice art education students in a virtual learning environment. To meet their university's COVID-19 guidelines, the author converted an Art Education: Secondary Methods class into a virtual learning model. Students worked on interactive assignments, art production, and readings via the university's learning management system in the asynchronous weekly sessions. The synchronized sessions held virtually were reserved for class discussion and presentations. Along with elementary methods, a pre-internship curriculum class, art education majors are required to take secondary methods. Secondary methods introduce preservice teachers to the role of artistic development of adolescents in classrooms, pedagogical practices, lesson planning design, implementation, and so on, along with contemporary art. This article discusses how preservice teachers developed and presented collaborative lessons incorporating contemporary artists in a virtual learning environment. This experience of virtual collaborative planning, teaching, and artmaking demonstrated that experiences equivalent to in-person instruction can be achieved remotely using current technology and can inspire teachers to optimize these pedagogical approaches for their future students.