This paper presents a case study of how two teacher educators responded to the disparities and challenges of field experience opportunities for undergraduate teacher candidates. The purpose of the study was to explore teacher candidates' perceptions of the benefits and challenges of having the teacher educators physically present during virtual classroom observations that were conducted in place of traditional field observations or practicum. Social Learning Theory was applied to this study. The authors conclude the paper by providing recommendations regarding the continued exploration of how virtual classroom observations with the presence of teacher educators can help facilitate and leverage timely, meaningful support for teacher candidates.