This study investigated the effects of teaching via virtual reality (VR) on creative design performance and creative experiential learning processes by using a pretest--post-test nonequivalent group design to sample 138 seventh graders from a junior high school in Taipei City. The main conclusions from this study are: (1) VR has significant positive effects on creative design processes, particularly in the "design and planning," "testing and revision" and "thoughts and appreciation" stages. (2) VR has significant positive effects on creative design outcomes, with high- and low-level effects on "creative design" and "functional appropriateness," respectively. (3) The learning process for VR and creative experiential learning shifts from "concrete experiences" to "reflective observations," "abstract conceptualization" and, finally, "innovative applications." Behaviors of "reflective observation" and "innovative application" are active and vital to the performance of creative processes and outcomes.