In this study, the authors determine the efficacy of videoconferencing to supervise pre-service special education teachers. Efficacy is determined by (a) assessing interobserver reliability between on-site and off-site observers and (b) evaluating the feasibility and practicality of the videoconferencing technology. Data are collected in two elementary schools using the Skill Monitoring Checklist. Participants include pre-service teachers and university supervisors. Using point-by-point agreement scores, interobserver reliability is found to be 86% between on-site supervisors who observed face-to-face and off-site supervisors who observed via videoconferencing. Challenges related to feasibility are identified in the areas of equipment setup, Internet connection, visual field, and sound quality. Findings from this study suggest that videoconferencing is a promising practice for pre-service teacher practicum supervision.