Laboratory experiences have always been an integral part of learning biology, but recent developments in technology have placed virtual labs at the forefront. These digital platforms provide solutions to common challenges of traditional labs such as resource and safety concerns and ease of access. This study aims to explore the perception and response of biology teachers towards the implementation of virtual laboratories in their classes. The study used a qualitative approach and employed a survey method targeting younger biology teachers from rural Primary schools in Purba Bardhaman district. The results indicated that most teachers hold a positive stance towards virtual labs, acknowledging their pertinence and credibility in current education. Several participants expressed their eagerness to use virtual laboratories for teaching purposes and commented on their capacity to improve practical lessons. However, the research also reveals gaps, especially with regards to knowledge about the existing funding and digital resources. This sheds light on the need to have more effective mechanisms which will ensure that there are no gaps in the change process and the adoption of virtual laboratory tools is successful. As far as further research is concerned, the study acts as a point of departure for educational policy studies and provides frameworks of intervention to address the current changes in education.