This study investigated lecturers’ perception on virtual teaching practice assessment in Colleges of Education, Southwest, and Nigeria. The general objective of the study encapsulates divergent responses of lecturers in Colleges of Education on the possibilities of utilizing virtual teaching practice assessment procedures post-Covid-19. This study is a descriptive research of the survey type. Multistage sampling procedures were used in randomly selecting state owned Colleges of Education and 120 lecturers from a population of 385 lecturers in the Departments of English and General Studies of Colleges of Education in Southwest, Nigeria. An e-survey design was utilized in obtaining data for the study. Four research questions were raised for the study where each was analyzed using weighted means and standard deviation. The main finding revealed that a significant number of lecturers accepted the workability of virtual teaching practice assessment while others appeared less proficient in digital appreciation. Furthermore, a majority of College lecturers strongly agreed to the utilization of virtual assessment in a Covid-19 resurgent era. Recommendations included the need for government, National Commission for Colleges of Education (NCCE) and Management of Colleges of Education to harness efforts toward training lecturers and student-teachers in virtual procedures related to teaching practice assessment.