The following paper examines the results of a research study in which a virtual world, Quest Atlantis (QA), was used to engage students in exploratory learning to teach about water quality issues. The main aim of the research was to find out how new digital learning environments and educational technology, such as virtual worlds, can be introduced in schools; what will be the response of the administration, teachers, parents and students; what could be the best teaching methodology for these digital learning environments; and what could be possible hurdles and hindrances. The research was comprised of comparison between different teaching methods based on student outcomes and the results of a survey which was conducted at the end of the study. The research was too big to include all results in this paper thus the findings of the survey and observations of the researcher are presented here. The survey was answered by students (N=33) and it included questions about the learning environment, perceptions about the learning process and problems that the students might have encountered during the study. During the study, the students were divided into three different groups, or classes, and each group studied using a different teaching method. Thus, there were three teaching methodologies or learning strategies: direct instruction and using QA; group discussions in class and using QA; and self-exploration using QA. The results are presented on an overall basis and also on the basis of these teaching methods as it could have influenced the answers given by the students. The results of the survey shows that majority of the students liked learning through the virtual world, Quest Atlantis in this case, and would like to continue using it both at home and at their school. Irrespective of the teaching method used, they perceived that they learned a lot about water quality and think that they could not have learned more in a traditional class. The biggest hurdles or problems reported by students were: working in pairs; wrong time to conduct this research; short session times; and technical problems related to computers and the internet. (Contains 1 figure and 6 tables.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, Oct 19-21, 2012)," see ED542606.]