Microteaching is a well-studied and widely practiced area of teacher education. Pre-service teachers (PST) often take part in microteaching long before they begin teaching, with limited opportunity to re-engage with skills practice. This thesis investigates lecturers' and PSTs' experiences of using a proto-type Immersive Virtual Reality (IVR) Microteaching system designed to allow PSTs to practice and develop their communication and microteaching skills. IVR has the potential to improve learning outcomes. Through repeated training and practice, PSTs have the opportunity to practice their teaching in a safe virtual environment. The skills practiced in the virtual classroom may translate to real-world teaching environments, helping to bridge the gap between theory and practice. The developed IVR prototype has the potential to form a new paradigm in teacher training as an alternative, safe method that will allow PSTs to learn through repeated practice and self-reflection. By adopting a case-study approach, this study collects qualitative data from multiple sources, including interviews, questionnaires, and observations, to explore and understand the lived experiences of lecturers and PSTs in using the system. Examining the two groups may help discover how such a tool can be adopted if we address the unique needs and concerns of lecturers and PSTs. The preliminary findings indicate that lecturers and PSTs have a positive attitude towards utilising IVR as a tool within traditional microteaching in ITE. The results suggest that IVR should be strategically employed to complement ITE programmes, rather than serving as a direct replacement for authentic, real-world classroom experiences. Therefore, ITE programmes should consider leveraging IVR as a supplementary tool for refining specific teaching communication techniques, while incorporating structured reflection to enable PSTs to effectively transfer the skills developed in their IVR practice to their real-world classroom teaching experiences and contexts.