The increasing integration of digital technologies into education has transformed teaching and learning practices worldwide, making virtual learning an essential component of contemporary teacher education. This study examined the role of virtual learning in enhancing teacher education from the perspectives of teacher students in Sri Lanka's National Colleges of Education. Specifically, the study investigated the effectiveness of virtual learning, the challenges encountered by teacher students, and their perceptions regarding its future prospects in teacher education programmes. A quantitative descriptive survey design was employed, and data were collected from 44 teacher students using a structured questionnaire. The collected data were analyzed using descriptive statistics, including frequencies, percentages, and mean scores. The findings revealed that teacher students generally perceived virtual learning positively, with an overall mean score of 4.05 for effectiveness. Virtual learning was particularly valued for promoting independent learning, improving communication and collaboration, and enhancing digital literacy skills. However, respondents also identified several challenges, including difficulties associated with online assessments, reduced interaction, motivation issues, and technological limitations. Despite these challenges, students expressed strong support for the continued integration of virtual learning within teacher education programmes, particularly through blended learning approaches. The findings further indicated that respondents believed virtual learning contributes significantly to preparing future teachers for technology-enhanced educational environments. The study concludes that virtual learning plays a significant role in enhancing teacher education and recommends strengthening digital infrastructure, improving online assessment practices, promoting blended learning, and enhancing digital competency development within National Colleges of Education. These measures can contribute to the preparation of technologically competent and professionally capable future teachers.