Virtual laboratories (VLs) enable students to experiment, analyze data, or interact with digital content in a nonphysical space. VLs include simulations, electronic notebooks, videos, and augmented reality. As part of the "VL Project," comprising five academic institutions in Ireland, we sought to determine how VLs might enhance practical learning in undergraduate life science students at Dundalk Institute of Technology (DkIT). From 2021 to 2024, we exposed students to VLs in multiple degrees (e.g., BSc Bioscience, BSc Pharmaceutical Science, BSc Biopharmaceutical Science). We focused on Labster simulations and Lab Archives electronic notebooks. Over 600 students performed VLs in 14 modules from first to fourth year (e.g., Biotechnology, Immunology, Bioanalytical Science). We surveyed students before and after using VLs and conducted focus groups to evaluate emergent themes in depth. Among respondents (n = 263), the most beneficial component of laboratory experiences, as indicated by 58% of students was experimental work (as opposed to prepractical talks or postlaboratory assessments). Ninety percent of students agreed with the statement: "VLs enhanced my level of confidence with experimental science." Seventy-five percent of students stated VLs should only be used to complement face-to-face (F-2-F) teaching. Thematic focus group analysis revealed students valued VLs as prelaboratory tools, allowing repeated engagement with, and troubleshooting of experiments in a safe, nontime-limited manner. In conclusion, students reinforced they valued hands-on experience, in-person instructor guidance, and real-world demonstration for experimental work. VLs can complement but should not replace F-2-F laboratory experiences in undergraduate life sciences.