3D virtual worlds (3D VWs) are considered one of the emerging learning spaces of the 21st century; however, few empirical studies have investigated educational applications and student learning aspects in art education. This study focused on students' responses to and challenges with 3D VWs in both aspects. The findings show that most participants had positive learning experiences and attitudes toward 3D VWs as an art medium and an exhibition arena after overcoming a steep learning curve. They recognized that creating virtual art as well as viewing and critiquing it during art exhibits in a global virtual setting were great advantages for concept learning and art education. They also raised a concern about actual implementation in K-12 classrooms. The data shed light on how art educators and teachers can take advantage of the affordances of 3D VWs for teaching contemporary art in a digital age. Recommendations for future studies are provided.