Purpose and methodology The purpose of this qualitative study is to explore the use of Virtual Reality (VR) at Vocational Training Schools (VET) in Denmark, and how VR can be integrated into VET teaching. The kind of VR we explore in this study is immersive VR. VR as such is experienced by wearing a head mounted display (HMD) that gives the user the perception of being physically present in a non-physical world (Freina & Ott, 2015). The inquiry is conducted based on a pragmatic approach (Goldkühl, 2012). The study consists of 9 qualitative interviews with 12 participants in the VET system that have experimented with VR in teaching. In addition, we conducted an autoethnographic research study and tried out various VR-applications used in VET teaching. Thus, we seek to gain insight into VR used at the VET schools and access the experiences of our participants. Findings and contributions In this study we argue that a VR-universe can be defined as avirtual space of experiences where students can gain experiences that would otherwise not be accessible at VET schools outside of VR. Our view on learning is rooted in pragmatism and inspired by John Dewey (2005) and Brinkmann & Tanggaard (2013). Furthermore, we examine how VR is to be used in VET teaching, by analyzing the didactive framework in various VR-applications. By doing so, we identify two types of what we define as instruments of reflection that are being used in order to get students to reflect on their experiences and potentially facilitate learning. These are what we define asinternal instruments of reflection and external instruments of reflection. The internal instruments of reflection are the instruments that are placed inside the VR-universe and the external instruments of reflection are the ones that are being added onto the VR-experience by teachers. As part of our inquiry, we present a simple draft for a didactic model for how VR can be used in VET teaching. We suggest that the use of VR in teaching should be viewed as part of a larger framework that consists of different domains and zones. The first domainbeing the VET school which is comprised of two zones: The first being the VR-universe consisting of the virtual space of experiences together with the internal instruments of reflection and the second zone encompassing the teaching situation where teachers can shape students' learning experiences by applying external instruments of reflection. The second domainis the apprenticeship outside the VET school. This underlines the importance of exchange between these two domains.Our hope is that this model will be used and tested by both practitioners and researchers to further develop the use of VR in VET teaching.