Despite the promising advantages of cutting-edge technologies like virtual laboratories (VL) for enhancing science education, a significant gap remains between their theoretical benefits and practical application, particularly in rural schools in the Global South. This article argues that the effective integration of VL is largely dependent on teachers' perceptions of the technology. Research suggests that user acceptance issues, especially related to teachers' views, are critical when introducing new technologies, including VL, into educational settings. This study presents data from a quantitative survey of 186 life science teachers in the Eastern Cape province of South Africa. Using Davis's technology acceptance model (TAM) as a theoretical framework, the research examines teacher perceptions through the lenses of perceived ease of use (PEOU), perceived usefulness (PU), and behavioral intention (BI). The research is guided by this research question: What are the perceptions of life sciences teachers regarding the implementation of VL for rural teaching? The survey data, analyzed using descriptive statistics, indicate a generally positive attitude among life sciences teachers toward incorporating VL into their teaching. This positive outlook is mainly due to PEOU and PU. These findings underscore the potential of VL to enhance science education in rural schools, emphasizing the need for adequate support and training to build teachers' confidence and competence in its use.