There is increasing educational interest in immersive virtual reality (IVR) applications which aid student learning and performance. However, few empirical studies have investigated the potential for implementing the technology in middle-school social studies classrooms. This study employed a quasi-experimental approach to address this issue, using pre- and post-test evaluations to measure academic achievement, and questionnaires to examine cognitive load and sense-of-presence. 48 seventh-grade students participated, split evenly between experimental and control groups. The experimental group received a systematic set of IVR-based social studies lessons via Head-Mounted Displays, while the control group covered identical content conventionally. Experimental group participants attained higher academic achievement with lower cognitive loading than control group students. The experimental group also experienced high levels of multimodal presence (physical, social, and self). This study yielded empirical evidence demonstrating the potential benefits which IVR offers social studies education. Furthermore, it provides an example for how effective, IVR-based social studies lessons can be developed.