Immersive Virtual Reality (IVR), as an educational technology tool, will be influential in the educational ecosystem of the future. Therefore, professional development delivery-strategies need to be identified and developed to prepare teachers for effective IVR classroom implementation. In this study, as an initial step toward IVR classroom use and adoption, secondary teachers received a professional development experience, with the objective that they perceive IVR as useful and easy to use. This heuristic and constructivist mixed-methods study provided multiple data sources which were gathered in the form of participant feedback and observations. Using the Technology Acceptance Model, participants filled out pre and post surveys which measured perceived usefulness and ease of use. In addition, the researcher noted observations during the professional development experience and interviewed five purposely selected participants. This study revealed that educators were able to perceive the usefulness and ease of use of IVR in a more affirming way after a facilitated experience with IVR. Strategies were identified that best support teachers during their IVR professional development experience and resulted in increased affirming perceptions and intentions to use IVR in the classroom. [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.]