Multi-user virtual environments (MUVEs) are new to formal educational settings as teaching and learning tools but are growing in popularity. MUVEs simulate real-world problems. They have an ability to reach students in ways that are familiar as they resemble videogames where players assume roles, work in teams, and gather data. MUVEs include appealing features that allow for real-time variable manipulation to help reach responses to posed problems. However, are they within beginner teachers' ability to execute within the classroom? This article documents the experiences of third-year teacher candidates when immersed in one virtual environment designed at Harvard University to meet national middle school science content standards.