This study aimed to investigate the effectiveness of the virtual lab in teaching mathematics and its impact on the development of mathematical power and tendency towards mathematics among fourth-grade students in the Kingdom of Bahrain. To achieve the study's objectives, a quasi-experimental approach was employed. The sample consisted of 64 randomly selected students, divided into two groups (control=31, experimental=33). The study instruments included a mathematical power test and a scale of tendency towards mathematics. The results indicated a statistically significant difference between the mean scores of the two groups in the post-test for mathematical power in favor of the experimental group. There was also a statistically significant difference between the mean scores of the two groups in the post-application for the scale of tendency towards mathematics, favoring the experimental group. Furthermore, a positive relationship was found between mathematical power and tendency towards mathematics among students in the experimental group who were taught using the virtual lab. The study recommends that the Ministry of Education in the Kingdom of Bahrain consider the importance of establishing a virtual mathematics lab in primary education due to its positive impact on students' learning. Curriculum designers are advised to reconstruct primary school mathematics curriculum to incorporate various and diverse virtual lab activities. Additionally, teacher preparation programs should emphasize equipping educators with the necessary skills to effectively utilize technology, particularly virtual laboratories, in mathematics instruction.