Virtual reality (VR) in science classrooms has the potential to enhance students' learning by bridging the knowledge in the learners' communities with science instruction. When virtual environments reflect students' culture, it has the potential to influence their attitudes toward the value of science in their community. This qualitative study examined student reflections on learning science using virtual reality software with embedded culturally relevant design elements. After learning how to use this technology, fifty-eight 4th and 5th grade students from urban schools in Northern California were interviewed about their experiences learning science. Students explained how learning science through virtual worlds influenced their perceptions of how science mattered in their lives. Students explained the influence of CRP-VR in impacting how they saw the value of science in their communities. Implications of this research highlight the need for educational stakeholders to consider the relevance of integrating culturally relevant perspectives in VR technologies. This approach has the potential to position learners and their communities as bearers of scientific knowledge and thus providing a more dynamic learning experience.