Higher education instructors are inundated with options to engage their students in virtual observation to improve the learning experience, yet more research is needed to identify effective practices to establish a virtual field experience. The purpose of this case study is to evaluate a virtual field experience utilizing video playback that includes 66 preservice teachers enrolled in a literacy course at a large university in the southwestern United States. Generated robust themes from reflexive thematic analysis found that before study participation, some had prior experience, and preservice teachers recognized multiple threats and opportunities for implementing virtual observation to learn about teaching. By midpoint, the virtual observation is somewhat effective to connect with course content, view multiple classrooms and observe classroom management, but is difficult to sit still, and they desired greater variety in streaming content, believing virtual observations should supplement in-person field experiences. Following the experience, preservice teachers ascertain a carefully constructed virtual observation should target specific learning experiences and include screen cast of children's computers, given improved technology. Implications and future research provide pathways to establish high-quality virtual field experiences.