Virtual teaching internships have emerged as a critical solution for addressing the disruptions in teacher education caused by the COVID-19 pandemic. These programs enable pre-service teachers to engage in practical experience while grappling with the complexities of teaching in digital environments. It describes how Xavier University-Ateneo de Cagayan implemented virtual internships and how the practice provided appropriate learning catalysts for the necessary attitude and behavior transformation toward reflective practices, cultural responsiveness, and alignment with the principles of SDG 4 in ESL education. A mixed-methods descriptive research design was utilized to explore the experiences of 33 fourth-year PSTs who completed a 360-h virtual internship. Quantitative data were collected through structured surveys, analyzed using descriptive statistics in SPSS Version 26, while qualitative insights were derived from reflective journals and focus group discussions (FGDs). The study explored reflective practices, cultural responsiveness, and the use of digital tools in promoting equity and inclusivity in education. Quantitative results have also shown a very high level of satisfaction with the program. Reflective practices, with a mean of 4.85, and interpersonal competencies, with a mean of 4.78, were rated as very important for professional growth. PSTs also mentioned the mentorship aspect and systematic feedback that helped them in improving their teaching approaches. They further demonstrated cultural responsiveness in embedding Filipino cultural aspects, such as festivals and traditions, into their lesson planning to include and engage learners. The program was also in line with the principles of SDG 4 because the PSTs used digital technologies to allow underprivileged students equal access to education. At the same time, limitations such as restricted face-to-face interaction and technological barriers were reported. This study substantiates the transformative potential of virtual teaching internships in preparing PSTs for the complexities of modern education. These programs allow for reflective practices, enhanced cultural responsiveness, and equity to be realized, which address systemic inequities and better prepare educators with the skills necessary for inclusive teaching. The recommendations go toward integrating digital competencies, structured reflection, and diversity training into teacher education curricula to ensure sustainability and adaptability in professional training.