The purpose of the present study was to examine primary school students' learning experiences with immersive virtual reality (I-VR). Traditional education practices are failing to inspire new cohorts of young people who have grown up with digital culture based on active participation. Given this development, the pedagogic use of I-VR systems represents a promising way of fostering students' learning engagement. This study involved engaging three groups of 10-12-year-old students with an I-VR system as part of an environmental studies project. Data were collected from the students before, during, and after the project via surveys that included structured and open-ended items. Through qualitative content analysis, we analysed the students' experiences, comprehension of virtual reality, assessment of learning impact, and desire for educational I-VRs. In general, we aimed to contribute to more learner-driven development for the technology. The students' experiences were primarily positive and revealed various actualised physical, cognitive, and emotional affordances. Their comprehension of virtual reality was influenced by the devices used, mental immersion, and aspects of the current project. Furthermore, I-VR was experienced as having influenced learning motivation, methods, and content. Finally, the students imagined various I-VRs for learning, most of which included time travel to imaginary spaces.