Virtual reality (VR) is an immersive innovative technology that can be used with occupational therapy students for bias training in preparation for fieldwork and clinical practice. The purpose of this study was to explore the use of VR as a complementary educational tool in bias and microaggressions (MA) training for entry-level occupational therapy students. We conducted a secondary analysis of data collected in an 8-week course on diversity, equity, inclusion, and professional skills with a total of 48 first-year entry-level occupational therapy students. We used eight simulated VR cases for all students. Data was collected using a mixed-method survey to capture the students' experiences with VR. The results showed that the majority of students found the VR module helpful in identifying bias and MA (n=47; 97.92%), enhancing their confidence to report bias and MA (n=48; 100%), offering opportunities to respond to bias and MA (n=39; 81.25%), and articulating why certain behaviors can be perceived as MA (n=45; 93.75%). Thematic analysis of qualitative data showed that the VR enhanced students' ability to detect bias and MA, and increased the sense of empathy, and ability to be an ally or advocate for targets of bias. The findings indicate that VR is an immersive, engaging technology that can be used for bias and MA training for students and potentially clinicians. It offers a private, inclusive, pressure-reduced learning space for students to learn about bias and MA in preparation for fieldwork education and clinical practice.