Undergraduate field courses are important learning experiences in many of the natural sciences, but they are not accessible to many students. Virtual field experiences (VFEs) have been evolving as a plausible alternative. A Delphi study, a method to seek systematic and iterative ideation from experts in a discipline, was conducted to synthesize best practices for achieving specific student outcomes through VFEs. Twenty-six participants with expertise in aspects of VFEs were included in the study and were asked about VFE design considerations and student learning outcomes. Panelists ranked five learning outcomes as most important: soft skills, affective outcomes, sense of being a scientist, interdisciplinarity, and problematization of issues addressed by science. The panel identified five design characteristics as most important for achieving those outcomes: alignment to learning goals, social interaction, attention to student contexts, authenticity, and pedagogical approach. Panelists acknowledged the difficulty of achieving some of these goals through VFEs but emphasized the importance of real-time social interaction with peers and outside experts. They encouraged an asset view of VFEs, highlighting the ability to include more diverse environments and people and to provide an experience catered to specific student needs and contexts.