The article is devoted to the study of the readiness of future teachers for virtual academic mobility, as one of the leading trends of the modern Russian and world space. A theoretical analysis of the main forms of virtual academic mobility of students was carried out: training with the help of online courses; virtual curriculum; international study practice / internship; virtual activities in support of physical exchange (included training); participation in international Internet conferences and seminars; joint telecommunication projects; international student Internet contests and Internet Olympiads. In accordance with the research tasks, the expediency of choosing the form of virtual academic mobility of future teachers through their training online is justified. The article proves a hypothesis about the structure of readiness of future teachers to virtual academic mobility, organized through training in online courses, including the following components: motivational, cognitive, activity-communicative, reflexive-evaluative. Special attention is paid to the description of the course and results of an empirical research on filling the content of these components by identifying the most important (in the opinion of the future teachers themselves) qualities and skills necessary for their virtual academic mobility. The value of the experiment results for further research in this area is assessed.