Virtual worlds like Second Life are emerging technologies that have gained popularity among educators. As these worlds emerged, greater focus has been placed on the design of the environments themselves rather than the design of instruction within them. Educators have begun using these environments for teaching and instructional designers are now focusing on how instructional design models and processes can inform such development. To that end, this descriptive case study was designed to examine the instructional design models and processes used by experienced instructional designers who have designed at least one unit of learning within Second Life. Five experienced instructional designers participated in this study. Data was collected through in-depth, semi-structured telephone interviews to provide information regarding each individual's experience using instructional design models and processes to design instruction in Second Life. The results of this study show that while three of the five experienced instructional designers report not following any specific instructional design model; they did report using major instructional design processes. These identifiable instructional design processes are closely aligned with the ADDIE process of instructional design. One participant identified using the ADDIE process specifically and the final participant identified the development of their own instructional design model after being unsatisfied with results from using existing models of instructional design to design instruction in Second Life. Instructional designers continue to design and develop instruction for use in Second Life. As they do, instructional design models and processes continue to inform this development; however, as the findings of this study suggest, at this time, no specific instructional design model is preferred or is being used for such development. At this point, designers are relying on what might be considered outmoded design models and processes. This tendency to work with outdated models could stem from a desire to work with a model that is known and familiar as designers explore new and different technology. Further investigation is merited to determine if a new instructional design model is needed specifically for the design of instruction in Second Life or if current instructional design models used today are sufficient for such development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]