Recent constraints due to the coronavirus pandemic created a need for extreme health protocols while maintaining accountability for the critical tasks of teaching and learning. This was a predicament regardless of student age or grade placement. Teacher education programs quickly faced dilemmas connecting matriculating undergraduates to PK-12 schools to satisfy clinical or practicum experiences. Similarly, PK-12 public school districts faced challenging decisions regarding student learning options ranging from completely virtual or completely in-person to hybrid learning environments. Missouri district leadership and a Midwestern university teacher education program collaborated to provide virtual one-on-one teaching sessions for primary grade children in grades 1-3 during the AY 20-21 clinical experience. Although health and safety protocols limited opportunities for interactions, teacher candidate (TC) survey responses indicated the interactions were meaningful and added value to their experience as a prospective teacher. This experience will be the basis for future reactions to interruptions in clinical preparation field experiences. Using this model universities and school districts may build a collaborative foundation to provide virtual teaching opportunities for TCs whether it be in response to health concerns, inclement weather or other as yet unidentified interference to teaching and learning.