The pandemic caused major shifts in the delivery of education worldwide. In the teaching of medical biochemistry, the greatest impact was towards the delivery of traditional laboratory simulations. In this study, we highlight the benefits and barriers encountered in the use of virtual laboratories (vLABs) to substitute traditional laboratory practicals. The subjects were a class of 271 medical students at the Faculty of Medicine, Hasanuddin University, all freshman undergoing the Biomedicine Block. The study assessed the use of a commercial vLAB on antibodies and blood typing procedures, which were implemented using our four‐step model of vLAB implementation. Collected data include the lecturer‐assigned pre‐ and post‐test result, built‐in vLAB assessment result of the student first and best attempts, a student perception questionnaire based on a 5‐point Likert scale, and an open ended questionnaire regarding student perceptions of the advantages and disadvantages of the vLAB. We observed a remarkable increase of lecturer assigned pre‐ and post‐test scores and built‐in first and best attempt scores (p < 0.0001, Wilcoxon signed rank test). A majority of students reported increased motivation when using the vLABs, and favored the ability of mastery through repetition. However, technical and language barriers were highlighted by students during the vLAB implementation. We demonstrate a successful implementation of commercial vLABs in a cohort of non‐native English speakers using our four‐step approach. Implementation requires strong support from faculty to address technical and language barriers that arise during use of vLABs. Virtual laboratories (vLABs) play an increasingly important role in medical biochemistry education, particularly during the pandemic. In this article, we highlight the technical and language barriers encountered during the implementation of commercial vLABs for our medical biochemistry classes, and the strategies utilized to address them.