Although research has shown that virtually partnering second language (L2) learners with other L2 learners (Kinginger, Modern Lang J 82: 502-513, 1998; O'Dowd, ReCALL 12(1): 49-61, 2000) can be beneficial for language development, this current study adds to the growing body of knowledge of apprenticeship virtual exchanges by partnering L2 learners of English with English teacher candidates and having participants utilize the recorded synchronous sessions in order to reflect on their coursework and overall experience. In this study, 12 English as foreign language (EFL) learners interacted with 13 teaching English to speakers of other languages (TESOL) teacher candidates, via videoconferencing, for 6 weeks. In order to examine their learner autonomy, Little's (Innov Lang Learn Teach 1(1): 14-29, 2007) pedagogical principles of autonomous learning: learner engagement, reflection, and use of the target language, were implemented. Learners explored their language acquisition while teacher candidates explored language produced by learners and utilized learned teaching techniques. The 25 participants developed their reflective practices (Nelson et al., Reflect Pract 17(5): 648-661, 2016) by watching their recorded synchronous sessions to reflect on what they noticed about their experience. Results from quantitative and qualitative data, including transcripts and written reflections, not only showed that participants became more aware of their language development and language teaching, but also that incorporating a virtual exchange with subsequent reflection into coursework is valuable for learner autonomy as it allowed participants to be engaged, reflect, and use the target language. [For the complete volume, "Language Education in Digital Spaces: Perspectives on Autonomy and Interaction. Educational Linguistics. Volume 52," see ED660763.]