The present study investigated the experiences of educators who taught in the virtual world Second Life®. Second Life has shown promise in the field of higher education but identified gaps exist: the identification of a set of best practices, a foundational theory, and educators' experiences using Second Life in higher education. Using a single case study with embedded units the study viewed learning in Second Life though a social constructivism lens focusing upon: active and experiential learning, collaborative learning, language, and cultural influences, learning by doing, more knowledgeable others (MKO's), perspective sharing, and the zone of proximal development (ZPD). Using these concepts, the study sought to answer the research question How do educators in Second Life describe the integration of Second Life into higher education? The three embedded units of the study were: information technologists, instructional designers/instructors, and mentors and support staff, chosen using purposive sampling resulting in a wide educational population within Second Life. Thematic analysis identified eight themes: networking and collaboration, ease of use, successful virtual learning tools, successful activities, benefits of using Second Life, future of Second Life, best practices, and helpful tips. Networking and collaboration focused upon providing students with instructors, mentors, and peers outside their own state or country and providing the opportunity for educators to collaborate with fellow professionals. Ease of use described common barriers that both students and instructors faced when trying to use Second Life, including computer requirements, internet connectivity, and the potential learning curve in Second Life. Successful virtual learning tools and activities represented student and instructor tools that achieved a beyond average learning opportunity. These tools and activities built future career skills and prepared students for an ever-changing technological environment. Benefits of using Second Life incorporated concepts from networking and collaboration also including future career skills and opportunities that students build while using Second Life. Best practices and the future of Second Life described how important ongoing research, administration and student acceptance, and faculty onboarding are to ensure that all students and faculty can learn in virtual worlds. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]