The purpose of this research is to develop the use of Virtual Reality (VR) and fieldwork with teenagers in two compulsory schools in the capital city area of Iceland. The study aims to understand how teenagers succeed in an enquiry driven work combining simple digital tools, such as mobile phones, when making 360° photos, analysing opportunities and challenges in their local school environment. The student task was structurally integrated curriculum work that stimulates both cognitive and affective development emphasising the role of the student was to construct the knowledge of own place and the role of the teacher being a facilitator or the coach of the learning process students experience. Research data consists of student presentations of their selected sites in their local school environment, teachers' notes during the execution phase of the project, including a reflection class with students, researcher notes from meetings with the teachers, and student on-line survey answered by individuals in both schools. Findings indicate that explicit attention to the learning goals of the task including the use of VR, and regular training of doing local fieldwork, are needed. These two seem necessary approaches in future training for students if they are to effectively navigate, contribute to and participate in using VR as a potentially transformative educational tool.