Introduction <p>Preparing medical students for the operating theatre (OT) is challenging due to limited access and patient safety considerations. Virtual learning tools offer a safe and scalable method to introduce perioperative concepts. This study describes the development and evaluation of a web-based virtual OT program for undergraduate medical students.</p> Methods <p>A mixed-methods evaluation was conducted with Year 3 and Year 5 medical students. Knowledge acquisition was assessed using pre- and post-tests, while perceptions were evaluated using a structured questionnaire and open-ended feedback. Internal consistency was examined using Cronbach’s alpha, and quantitative analyses included paired and independent t-tests. Qualitative comments were descriptively grouped into themes.</p> Results <p>Both cohorts demonstrated significant knowledge improvement following the virtual OT program (<i>p</i> &lt; .001). Semester 9 students achieved higher post-test scores, reflecting the influence of prior clinical exposure. Perception scores were positive, with strong internal consistency for usability (α = 0.90), audio-visual quality (α = 0.93), and usefulness (α = 0.82). Qualitative feedback highlighted clarity, flexibility, and preparatory value as key strengths, while identifying glitches, image resolution, and device compatibility as areas for refinement.</p> Discussion <p>The virtual OT program enhanced knowledge and was positively received as a preparatory and reinforcement tool. It aligns with global patient safety priorities and shows potential for broader adoption, including in nursing and interprofessional education.</p>