Virtual reality (VR) has been widely incorporated into K-12 art education in face-to-face and online settings. Adopting VR to art education plays a significant role in providing students with a rich learning experience since it emulates a 360-degree learning environment as if they were in there. VR allows users to access a virtual 3D space in real-time and enables them to participate in interactive learning tasks. One of the benefits of incorporating VR into art education is that VR can foster students’ abilities to construct authentic knowledge, a process in which they become active participants on their own learning journey (González-Zamar & Abad-Segura, 2020). Due to the COVID-19 pandemic, most universities in the United States have switched to virtual instruction, and pre-service art teachers in Art Education programs are certainly no exception. Teaching pre-service art teachers to conduct virtual classes including holding virtual art exhibitions is therefore essential to success of art education amid the Covid-19. This article argued that building a virtual art gallery using virtual reality technology online can provide students and the public alike an opportunity to visit the art exhibition in a safe environment as if they were in an actual art gallery. Additionally, showing students’ artworks online (via social media such as Instagram, Twitter, and Facebook) may be one of the promising ways to promote an art program outside the school. In this article, we explored how we guided pre-service art teachers to incorporate virtual reality (VR) to hold a virtual art exhibition in a project-based learning setting. Specifically, we used the framework of High Quality Project Based Learning (HQPBL) to guide our pre-service art teachers to complete this virtual art gallery project. The framework we used contains six elements including intellectual challenge and accomplishment, authenticity, public product, collaboration, project management, and reflection. The article started with a review of project-based learning (PBL) and (VR) in education and art education, which was followed by a class project on virtual art gallery exhibitions created by pre-service art teachers. The article concluded with recommendations and reported its limitations to virtual art exhibition.