This article presents findings from a study examining the impact of a virtual community of practice (VCoP) on professional development (PD) providers learning how to coach teachers using a virtual coaching model called VECTOR. The study was conducted during a time of widespread school closures amidst a global pandemic, but findings can inform the feasibility and usability of VCoPs in situations where learners are geographically or otherwise isolated from learning experiences. Using a non-parametric t-test, pre-/post-group change showed significant effect sizes in three areas: participants' use of virtual tools for coaching (ES = 0.551), learning a process to engage in virtual coaching (ES = 0.597), and belief that future coachees (typically classroom teachers) are well-prepared and supported (ES = 0.553). Differences in participants' prior coaching experience lead to questions that could inform future studies on the ideal makeup of VCoPs, and the impact of participant demographics on learning and other VCoP benefits.