This poster presents the methodology and initial findings of a mixed-methods research project currently underway at the University of Oklahoma Libraries, which evaluates how immersive virtual reality (VR) technology impacts student learning in the context of library-supported course integrations. It uses a combination of pre/post surveys, semi-structured interviews, and video review sessions to look at impact on student self-efficacy and their embodied practices of knowledge production with VR. Initial findings suggest that VR classroom activities should be designed keeping in mind how VR technology can enhance spatial cognitive tasks.