Access to effective field experiences in teacher preparation has been an ongoing challenge with the pandemic exacerbating concerns about adequate theory-to-practice experiences. However, the virtual fieldwork first necessary for the safety of students could now offer promising possibilities for pedagogical development. In this qualitative case study, we examined secondary English language arts preservice teachers’ pedagogical content knowing (PCKg) during online fieldwork. We bring Youth Lens theory and Repositioning Pedagogy to Ecological Systems Theory, theorizing a virtual fieldwork microsystem from recorded online teaching sessions and subsequent interviews with preservice teachers (n = 4) and high school students (n = 3) who participated in the online fieldwork. Findings reveal a co-created, shared, interdependent virtual microsystem of learning. Implications for teacher preparation include embedding learning partnerships across multiple courses to disrupt hierarchical relationships between teachers and students, leaning toward democratic ways of relating and being responsive to individual learners.