Learning science is a social enterprise that involves students communicating ideas, observations, and findings. Navigating talk between students about scientific concepts and practices is a complex task for teachers. Traditionally, science educators have used a method called microteaching (teaching to peers) as a context for practicing teaching. In this study, science educators created practice sessions called rehearsals, designed for elementary teacher candidates (ETCs) to participate in deliberate teaching episodes using discourse skills followed by instructor feedback. This NSF-supported work explores the use of rehearsals within virtual simulations software called Mursion® (developed as TeachLivE™) as compared to traditional rehearsals by using treatment and comparison groups. This study found that ETCs in both contexts increased in their use of various talk moves between rehearsal timepoints. Compared to the control group, the treatment group was able to address students' ideas and understanding more frequently in the rehearsal settings as well as the classroom setting (practicum). This finding indicates that ETCs felt comfortable utilizing student avatars when practicing specific teaching skills and were able to transfer some of these skills into the classroom setting. Creating valuable teaching experiences in teacher preparation is essential and this study explores the possibility of using a new innovative context as a space for ETCs to practice those skills.