The number of students taking online courses in K-12 has increased exponentially since the inception of virtual schools in 1996. However, K-12 virtual schooling is a relatively new concept for those involved in teacher education. As teacher education departments build pre-service preparation programs, in-service professional development opportunities, and state-wide endorsements and certifications, they will need to do so with a firm grasp of existing standards and practices within the field. This paper describes several major attempts to form standards and best practices. In doing so, it also explores the research backing and the need for additional research to support such standards. The paper concludes with a discussion about the various roles future teachers might play in virtual school work and the associated standards that would guide their instruction. (Contains 3 tables and 1 figure.)