Faculty members in Mary Lou Fulton Teachers College at Arizona State University have been reimagining the undergraduate and graduate teacher preparation programs to serve better PreK-12 students and improve the teaching profession. An important feature of the reimagined teacher preparation model included placing teacher candidates (TCs) on teams of educators with distributed expertise, which was intended to provide PreK-12 students more opportunities for deeper and personalized learning. Lead teachers who also served as mentors for TCs facilitated these teams. Within this reimagined approach to organizing the educator workforce and preparing future teachers, there was still a need to supervise appropriately TCs during their student teaching experience. Faculty supervisors conducted a minimum of six observations of each TC during each student teaching semester. These observations required a substantial amount of time being spent meeting with TCs at school sites, as well as a substantial amount of travel between placement locations. To address this problem of practice, an online, virtual supervision (VS) approach to providing coaching and feedback was implemented during the fall 2020 semester. The VS approach included an initial training for faculty supervisors, adoption of a video coaching platform, and a flexible protocol for completing four virtual walkthroughs and two virtual performance assessments for each TC during the student teaching semester. The purpose of this mixed methods action research study was to examine the effects of using VS to provide coaching and feedback to teacher candidates (TCs). Participants included three faculty supervisors who organized and facilitated coaching conversations with their assigned TCs who also participated in the study. Data for this mixed methods study included pre- and post-intervention faculty supervisor interviews, post-intervention TC interviews, and retrospective, pre-intervention and post-intervention surveys of TCs. Findings suggested faculty supervisors and TCs preferred the flexibility in scheduling coaching conversations and the ‘any-time-any-where’ availability of the faculty supervisor for support offered through the VS model. TCs also indicated they received quality feedback and coaching. The discussion focused on complementarity of the quantitative and qualitative data, connecting the findings to the research literature, limitations, implications for practice and research, personal lessons learned, and conclusions.