<p>This study examines the pedagogical decision-making of teacher candidates in virtual reality (VR) environments, focusing on instructional strategies, spatial interactions, and associated challenges. Using a descriptive phenomenological approach, class recordings and debriefing interviews with five U.S.-based teacher candidates were analyzed, and we identified rational, intuitive, and spontaneous decision-making styles during the VR teaching. Findings indicate that intersubjectivity and embodied alignment played a crucial role in shaping teacher-student interactions, as candidates relied on spatial positioning and virtual cues to maintain engagement. While participants adapted their teaching approaches to the affordances of VR, challenges related to navigation, avatar customization, and cognitive load impacted their ability to establish a fully immersive and intuitive teaching presence. The findings suggest that different instructional strategies align with distinct decision-making styles, shaping how teacher candidates approach content delivery, student engagement, and classroom management in virtual spaces.</p>