The purpose of this study was to investigate pre-service teachers' perceptions of traditional observations and feedback compared with virtual observations and feedback during practicum placements. Specifically, researchers were interested in exploring methods for providing quality practicum experience feedback. A mixed-methods research design indicated that pre-service teachers preferred virtual observations and feedback compared to traditional practices. Results suggested a need for further research to explore and interpret pre-service teachers' understanding of the format for observations (virtual or traditional) and providing these experiences based on the level of enrollment in the Elementary (K-6) Teacher Education program.