A recent study examined faculty perceptions of virtual field placements for preservice teachers in the United Arab Emirates. The research focused on factors that promote or hinder the success of this experience, using Vygotsky’s concept of scaffolding as a theoretical framework. The global pandemic of COVID-19 has necessitated the implementation of virtual field experiences in teacher education programs. Findings indicated that collaboration with stakeholders helped preservice teachers achieve learning outcomes, but virtual field experiences impacted Emirati teachers’ motivation for online teaching. Recommendations include reinforcing preservice teachers’ technological skills and adopting a collaborative approach to upskill all parties involved in the process.

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