Over the past two years teacher education programs across the world have faced unprecedented and unexpected challenges that have led to a rapid reconfiguration of in-person teacher training to online formats. For many, this meant reimagining how practice-based teacher education could be envisioned in an online space and without field experiences in P-12 schools. This collaborative autoethnography critically examined how two teacher educators conceptualized the shift to online education, and their attempts to construct meaningful experiences. Our conclusions highlight virtual modeling and enactments as powerful tools to foster content and pedagogical knowledge, decomposition, collaboration, feedback, and reflection. We posit that carefully crafted practice-based learning opportunities, regardless of delivery mode, benefit preservice teachers.