The purpose of this qualitative study was to describe preservice music teachers’ perceptions of their experiences participating in virtual field experiences and mentoring episodes with experienced teachers during their elementary general music methods course. Participants were 21 preservice music teachers and 8 elementary general music teachers. Each cohort of two or three preservice teachers was assigned a mentor teacher. Using virtual conferencing technology, cohorts completed two observations of their mentor teacher, two 30-minute post-observation conferences with their mentor teacher, and three post–field teaching conferences with their mentor teacher. Data were preservice teachers’ written reflections about post-observation conferences and post–field teaching conferences. Analysis revealed challenges to and benefits of the virtual observations and conferences. Challenges included limitations of the technology and virtual experiences, and difficulty scheduling experiences. Benefits included improved logistics, view of reality, expanded perspective, and learning from dialogic inquiry. Overall, benefits were perceived to outweigh challenges.