The present study aims at showing the effectiveness of a suggested training program for staff members at Teachers' College of King Saud University to develop their skills of using virtual classrooms. The research is empirical as it used two experimental groups. The first group is taught how to use the common teaching method and the second group is taught how to use the suggested program which is based on role-playing and collaborative learning. The present research has four hypotheses that are as follows: (1) There are statistically significant differences in the skill performance of both experimental groups in favor of the group that uses the suggested program due to the main effect of the training methods followed; (2) There is a relationship between the individual skill performance of the trainees in the experimental groups and their level of cooperation with their colleagues in the work groups; (3) There is a connection between the mean of the skill performance of the work group members and the performance level of the group as a whole in the skill of giving lessons in virtual classrooms; and (4) There are no statistically significant differences in the skill performance of work groups related to academic specialty. (Contains 4 tables.) [This work was funded by the Deanship of Scientific Research at King Saud University.]