The study aimed to assess the effect of ICT assisted real and virtual learning performance over the traditional approach of secondary school students. Non-Equivalent Pretest-Posttest Quasi Experimental Design used to assess and relate the effects of independent variables virtual learning on dependent variables (i.e. learning performance). Extraneous variables minimized through ANCOVA, and in fact, the findings generalized on the whole population. Class IX of school 1 (n = 55) assigned to traditional approach, Class IX of school 2 (n = 60) assigned for real learning approach (youtube and wiki), and Class IX of school 2 (n = 55) assigned for virtual learning approach (i.e. Skype, Video Conferencing, & Recorded Audio-Video lecture) among the secondary school students (e.g. Class- IX) of two selected schools. It resulted that there was statistically significant difference among the pretest and posttest mean of the learning performance of ICT assisted Real learning (YouTube & Wikipedia) Group, ICT assisted Virtual learning (Skype & video lecture) Group over Traditional learning Group of students.