Virtual reality (VR) places individuals within a simulated experience using an array of visual, auditory, and tactile interfaces. Research suggests VR, which facilitates the rehearsal of actual job duties and performance assessment during training, may improve professional development across a range of disciplines. Although studies incorporating technology into professional development for educators are increasingly common, few have examined the potential for VR as a training tool. Direct observation represents a fundamental skill for professionals involved in behavior change. The present study evaluated the effectiveness of an automated simulation in teaching graduate and undergraduate students (N = 31) to collect partial-interval recording data pertaining to inappropriate behavior. Participants were randomly assigned to either a control condition or intervention condition consisting of a brief simulated observation of a student exhibiting problem behavior. Results suggest participants who used VR were more confident in their ability to collect data; however, evidence for improved outcomes related to data collection was not identified. These mixed findings provide tentative support for further research in this area.