This article describes the results of a retrospective study of preservice teachers' ability to plan learning experiences that integrated an immersive virtual reality (VR) technology. The study was conducted over multiple academic terms as VR technology featuring a head-mounted display (VR HMD) was evolving from a prototype to a commercially available technology system. Within the context of a one-semester (3 credit hour) course focusing on technology integration in K-12 education, undergraduate students were introduced to the different models of VR HMDs, for which they would then created learning activities that would integrate this technology. This analysis compared the lesson planning artifacts of preservice teachers using the Technology Integration Matrix measurement rubric. The data analysis revealed differences in some dimensions, as when preservice teachers used different versions of VR HMD technology. Additionally, ratings of learning activities using VR HMDs were compared according to student academic experience and revealed that a majority of ratings were at entry and adoption levels of technology integration. The implications of the findings for course improvement and future research are discussed.