The purpose of this study is to examine how technology, namely virtual reality (VR), can be developed as a critical pedagogical tool. More specifically, the study explores whether the use of VR can challenge the traditional lecture format and make the classroom a more student-centered environment. In this instance, VR is defined as a set of multisensory, three-dimensional images generated by computer software, with which students can interact in real time. This study offers a theoretical grounding that examines how course instructors for one architectural history course used VR to present a more critical perspective about the Roman era and its urban design. This qualitative case study investigates one attempt to use VR technology as a way to re-conceptualize architectural history and create a more student-centered curriculum. The research question asks: How can VR technology be utilized to improve pedagogical practice? Student focus group protocol; professor interview protocol; and teaching assistant interview protocol are appended. (Contains 26 references.) (AEF)