Virtual reality (VR) has unique potential for simulating environments and situations beyond real-life experiences. This study investigates the limitations of VR equipment design for learning spaces, specifically online environments. Presented are the findings of an exploratory study that examined the immersion, ease of use, and physiological and emotional experiences of seven university students participating in a 30-60 min VR session. Given the small sample size, the findings were analyzed with descriptive statistics and qualitatively. The results revealed that participants recognized the potential of VR as a teaching and learning tool, while also identifying certain limitations associated with health and safety. To supplement this analysis, a post-hoc Wilcoxon rank test was conducted which suggested a critical t yielding significance (p < 0.05) of the role of VR equipment design in use for online spaces. While further research with larger sample sizes is needed, this study provided additional considerations for instructors and instructional designers when creating VR learning spaces online and face-to-face.