Technological advancements continue to present a variety of learning opportunities for students. The purpose of this interpretative phenomenological analysis (IPA) study is to seek an understanding about students' experiences with a virtual reality (VR) activity in an Advanced Placement English course. Analyzing the observations and interactions the participants underwent with VR through this methodology informs the story of their journey with the technology. Their immersion in the VR environment not only emphasizes active learning and experiential learning theoretical concepts but also demonstrates the learners' development of the active reading skill of making connections. Text-to-text, text-to-self, and text-to-technology connections are actively engaged while immersed in VR activities which also sparks curiosity and creativity during gameplay. Through a simulation that mimics the literature they read, students obtain autonomy over their own learning to construct their understanding of the context, may develop their own sense of identity, and may feel compelled to share their experience with others due to the options VR activities offer to the player. The benefits of this study may help educators understand students' interpretations of VR and ways in which they engage with interactive digital activities. [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.]