As with all classroom innovations intended to improve geographic education, the adoption of virtual reality (VR) poses issues for consideration prior to endorsing its use. Of these, effectiveness, implementation, and safe use need to be addressed. Traditionally, sense of place, geographic knowledge, and firsthand experiences provided by field trips conducted at locations of interest have served students and teachers well for many years. However, the adoption of VR has brought the promise of offering unique and effective methods of instruction. As with the utilization of GIS, GPS, remote sensing, or Internet software or products in the classroom, geographic education is tasked with familiarizing itself with VR for pedagogic purposes. This technology is unique in that it strives to psychologically, and sometimes physically, immerse the user in an artificial environment. Doing so creates intriguing opportunities for learning but, because of its varying levels of unique sensory interaction with the user, requires the academic community to review and evaluate its use. This article reviews several examples of VR applications being used by educators to enhance geographic literacy with a focus on different geographic locations and regions. Next, the article considers the case for conducting VR field trips to enhance geographic instruction, evaluating both the pros and cons of this approach in contrast to those of an actual field trip. For geography educators wanting to introduce a VR component to the classroom, a list of resources is provided.