Global Virtual Teams (GVTs) show great potential and importance in a globalised and digitally connected world. Research on how to train GVTs and how to evaluate training impact remains underexplored, especially for simulation-based training interventions. Virtual Experiential Learning (VEL) offers a promising approach, yet its impact is rarely assessed through rigorous evaluation. This study develops an evaluation design using Virtual Action Learning (VAL), an iterative methodology integrating participants into the evaluation process to enhance relevance and accuracy. The study addresses two key research gaps: the limited implementation of digital simulation-based team training for GVTs and the lack of thorough evaluations for such training approaches. By developing a longitudinal, mixed-methods evaluation design for simulation-based team training series, this research aims to bridge these gaps. Following an Action Research approach, two GVTs from an international energy and mobility organization participated in a VEL team training series, followed by four iterative evaluation cycles to develop a formative and summative evaluation design. A mixed-methods framework was used, measuring training impact across four levels—reaction, learning, behaviour, and organisational results—adapting Kirkpatrick’s model to digital, intercultural team environments. Findings highlight the need for a multi-layered evaluation framework. Balancing summative and formative approaches ensures both immediate feedback and long-term impact assessment. Integrating participant-driven adaptation enhances evaluation validity, while the mixed-methods design captures both quantitative and qualitative insights. This study contributes to evaluation research by offering a structured yet flexible model for assessing VEL interventions in GVTs, advancing methodological discussions on training effectiveness and impact measurement.