From her first encounter with stereoscopic 3D technology designed for classroom instruction, Megan Timme, principal at Hamilton Park Pacesetter Magnet School in Dallas, sensed it could be transformative. Last spring, when she began pilot-testing 3D content in her third-, fourth- and fifth-grade classrooms, Timme wasn't disappointed. Students donning special 3D glasses were immediately absorbed in the immersive experience and caught up in the images that seemed to soar from the projector. Timme observed benefits for all types of students. Those who tended to be disruptive or inattentive during traditional instruction were so enamored they uttered nary a peep. Taken in by the wow factor, students are clearly drawn to the stereoscopic 3D experience. But are they learning from it? Can the value 3D adds to the curriculum be measured? Several educators who have pilot-tested the question say yes.