360° video offers a valuable tool for bridging coursework and fieldwork during pre-service teacher internships. The purpose of this study was to explore the usefulness of 360° video integration into the scaffolding of pre-service teacher education. Quantitative feedback from 82 student teachers during a teacher education course showed a general preference for 360° video based on improving an increased noticing of teaching and students’ classroom activity. A qualitative analysis of one teachers’ learning experiences using 360° video (based on reflections gathered from a self-confrontation interview) showed an increased perceptual immersion, enhanced attentional capacity, and teaching situation discovery (i.e., better classroom observing). Based on the results, we find 360° video has stronger immersive qualities compared to 2D video and augmented experience, providing a different way to learn teaching skills through reflection on one’s own or another’s teaching practice. Due to its affordability and usability, 360° video can be seen to enrich internships and allow for "virtual internship" experiences to prepare for real classroom situations.