Virtual reality (VR) technology has demonstrated effectiveness in a variety of technical learning situations, yet little is known about its differential effects on learners with different levels of visual processing skill. This small-scale exploratory study tested VR through quasi-experimental methodology and a theoretical/conceptual framework based on supplantation theory, cognitive load theory, Dale's Cone of media concreteness, communication theory, and Lowenfeld's visual/haptic perceptual typology. The study compared the differential effects of VR and traditional still-image presentations of surgical operating room environments to students with high- and low-visual perceptual styles. Descriptive statistics and two-way ANOVAs were used to examine main and interaction effects on six learning performance and opinion variables. Several significant main effects and disordinal interactions suggested that communication channel noise and cognitive load may disrupt supplantation-concreteness benefits of VR, particularly for low-visual learners. Follow-up qualitative data suggested these overload issues may have dissipated when the VR presentation was moved into a classroom learning environment.