One of the skills necessary to be an effective school leader is the ability to effectively provide instructional leadership, including coaching and feedback to teachers and instructional staff. The Wallace Foundation (2016) stated that high-quality principal preparation programs include experiential learning. Preparation programs must embed opportunities to practice practical skills such as coaching and feedback into coursework (Howard, 2018). Opportunities to practice skill development in this regard, however, are difficult to adequately simulate within a principal preparation program (Boies & Fiset, 2019; Davis, Darling-Hammond, LaPointe, & Meyerson; 2005; Searby, Browne-Ferrigno & Chang, 2017). As a result, many principal candidates enter the field with little to no experience in instructional coaching. This lack of experience may result in decreased self-confidence and uncertainty in the mind of the new administrator. This study explores the effect a virtual coaching experience may have on self-efficacy for principal preparation program students. The research upon which this study is based utilizes a unique collaboration between faculty for elementary and middle grades education and the faculty for educational leadership to match preservice teacher candidates with principal candidates in order to provide virtual instructional coaching to the benefit of all involved in improving through applied practice.