This study describes interactions between preservice music teachers and experienced teachers during virtual mentoring sessions embedded in field experiences for an elementary general music methods course. Participants were preservice music teachers (mentees) and experienced teachers (mentors). Videos of six mentoring sessions were transcribed, divided into 515 thought units, and analyzed based on interaction codes from Bales's Interaction Process Analysis and content codes informed by previous research. Positive Reaction was prevalent; Negative Reaction was nonexistent. Mentors often showed solidarity with mentees, asked for orientation, and gave suggestions. Mentees often demonstrated agreement and release of tension. Interaction content focused on pedagogy and classroom management and rarely included student impact concerns. Virtual mentoring provided opportunities for positive interactions with and feedback from experienced teachers.