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This study explores the use of a holistic virtual simulation platform to develop preservice teachers’ questioning and discussion skills. Asking effective questions and facilitating discussions are fundamental yet challenging skills for pre-service teachers to master. Robust experiences for pre-service teachers to practice questioning and discussion skills in a COVID-19 free environment are needed. Kolb’s (1984) experiential learning theory combined with Ericsson’s (2007) deliberate practice was used as a theoretical framework to design the holistic virtual simulation platform. The platform combines a synchronous experience using a virtual simulation where participants interact with avatar students, and an asynchronous experience using a learning management system for skill development. Mentor feedback based on the Danielson (2013) rubric was provided throughout both the synchronous and asynchronous events. Using a mixed-method approach, pre-service teachers’ questioning and discussion skill development and their experience of using the holistic virtual simulation platform were explored.