Recent technological developments have afforded a proliferation of flexible online opportunities for teacher education (e.g., Chen, 2013). Videoconferencing (VC) is one of the most effective ways to engage students in collaborative learning (Wegner, 2015), as it makes in-class interactions more feasible (Bannan-Ritland, 2002). This descriptive study discusses the online teaching of graduate students in a TESOL program from the point of view of sociocultural theory (SCT) Lantolf and Thorne (2007) and media naturalness theory (MNT) (Kock, 2011). It analyzes the use of VC as the sole medium of instruction of future ESL teachers (N = 12) who participate synchronously from different locations, including on-campus and distant classrooms. The participants' exit slips, as well as post-course anonymous surveys, are analyzed to identify elements of VC that have worked well and those that present challenges. The results provide an insight into what makes VC a compelling tool for the training of ESL teachers.