This study aims to see an increase in learning independence and pedagogic abilities of prospective teachers (students) after applying learning by using a virtual laboratory with a mini laboratory approach. The sample in this study were 9 physics education students using saturated sampling. Data collection techniques used were non-test techniques using questionnaires and observation sheets. After the data is obtained, the data will be analyzed using quantitative descriptive techniques. The results of this study were obtained that the learning independence and pedagogical abilities of students increased because students as prospective teachers were active to create virtual laboratories and apply them during learning practice using a mini laboratory approach. The percentage of student learning independence by 82% is in a very good category and the largest percentage of learning independence is in the indicators of independence in making judgments and exemplary behavior and speech by 89%. Student's pedagogical abilities that are very much owned by students are in the realm of skill indicators in using methods and media in learning. In the pedagogic abilities of prospective teacher students, VL taught using a mini laboratory approach trains pedagogic abilities, as seen from the results of research on pedagogic abilities of prospective teacher students in the high category.