The purpose of this qualitative case study is to examine the impact of stress, strategies for coping with stress, and professional identity development of pre-service teachers when teaching to avatars. Research participants consisted of 7 pre-service teachers enrolled in a college of education practicum course at a university in the southeastern United States. The data were obtained from semi-structured interviews, written reflections and observation protocol. The results provided innovative suggestions to teacher education community to provide comprehensive support to pre-service teachers in overcoming stress factors as they navigate their teaching capacity through the many responsibilities required of them.