The use of a multiuser virtual environment to simulate individualized education program team meetings gave rise to explanatory verbal behavior on the part of seven pre-service special education teachers. Qualitative research methodology was then employed to interpret the explanatory verbal behavior emitted by each participant, and the controlling relations with respect to the latter gave rise to the verbal behavior contained in the present report. Through multiple case study analysis, this study examined the verbal behavior emitted by each participant throughout these simulated meetings, as well as the antecedent stimuli and consequences controlling these verbal self-reports. Additionally, participants were each asked to generate rules, based on their own simulated experiences, to govern their future behaviors for in vivo individualized education program team meetings. Results indicate that virtual simulations served a variety of functions for training teachers to work on a collaborative team, including increased practice opportunities and self-efficacy to collaborate with parents in the future. Although teacher trainees had difficulty generating complete verbal statements to govern future behaviors, each was able to identify discrete antecedents, behaviors, and consequences responsible for controlling their actions throughout the simulations. The dual purposes of this paper are to describe how multiuser virtual environments function to enhance collaboration for pre-service special education teachers enrolled in a distance teacher education program, and in doing so, to demonstrate how qualitative methodology can be applied within the science of behavior analysis.