Second Life's unstructured atmosphere and wide-open spaces where student creativity can grow and flourish are two of the reasons Pepperdine University Professor Bill Moseley integrated the program into his curriculum. In this article, the author discusses how Second Life works and its challenges. Second Life is often described as a 3-D version of the Web, because it adds a rich visual aspect to Internet activities, such as socializing, fact finding, and doing business. Since it is technically not a game, there is no intrinsic goal to playing, and the range of possibilities is almost infinitely wide. Despite the higher-order thinking required to program object movement and the strategies necessary for successful trading--not to mention the reinforcement of such 21st-century skills as collaboration and innovation--Second Life suffers from the same challenges as other open-ended resources that teach such abstract or difficult-to-measure skills. As with many other tools, the virtual environment does not target the core curriculum schools must spend most of their time focusing on. The possibility of embedding focused, high-quality games into Second Life is something advocates see as a distinct possibility, but Second Life's current technical problems and unregulated environment mean game creation is cost-prohibitive and difficult.