Education is an act of love. One may argue however, that because it is such a personal act, it is difficult and nearly impossible to achieve it in an authentic manner beyond the face-to-face interaction of teacher and student. Yet, we now live in a time in which education has been transmitted to a virtual platform. This paper highlights how I navigated the virtual world as a bilingual teacher educator to create community and connection among bilingual teacher candidates (BTCs) as Covid-19 changed the course of life and instruction. I begin by discussing the challenges faced when reimagining how virtual education can serve as a tool to authentically foster critical inquiry, praxis, and transformative education processes for multilingual learners. I then discuss how I utilized Freirean pedagogy as my moral and pedagogical compass to implement a four-phase approach to foster a transformative virtual environment: cultivating online social equality; promoting self-care to protect mental health; engaging in inward connections for learning; and writing the personal as political. Through this process, BTCs cultivated a transformative community built on self-reflection, trust, and shared vulnerabilities.