This study examines an original dramaturgical method for creating virtual world experience called virtual world drama. The instructional focus is improving students' aptitude for analyzing ethnic identity by instilling both conceptual and multicultural competency. An exploratory research method is used, relying on observation (disguised and non-disguised) and survey information collected from a student sample spanning four academic quarters. Findings suggest that virtual world drama deepens the specificity of ethnic culture analysis and broadens the spectrum of ethnic culture awareness. In addition learning outcomes are evaluated based on improvements in ethnic aptitude collaboration, competence, and community.