Field experiences are an important part of preservice teacher education. However, interruptions caused by the COVID-19 pandemic and the sudden shift to virtual and hybrid learning presented challenges for implementing classroom-based field experience opportunities. In response to this challenge, the authors developed and implemented a virtual field experience based on the Number Talks routine in our elementary mathematics methods courses. We utilize case studies to explore the technological, pedagogical, and content knowledge (TPACK) development of two preservice teachers as they engaged in the Virtual Number Talks field experience.