Classroom engagement is critical to academic success for high school students (Marks, 2000). Increasing student classroom engagement can improve academic performance and student self-confidence (Reeve, 2013). This study aims to determine how student classroom engagement is impacted by the use of immersive virtual reality (VR) video. This study addresses the general question: "how does the use of immersive VR video affect student emotional, behavioral, and cognitive engagement in class?" A case study design with a three-phased sequential mixed-methodology approach to data collection was used. Participants included in the study were members of a high school Social Studies class at a public school in Massachusetts. Student classroom engagement was evaluated for three classes prior to the introduction of immersive VR video and three classes using the technology. Quantitative surveys of students that address emotional, behavioral engagement were administered after each class. They were triangulated with qualitative questionnaires completed on the first and last day that instruction was augmented with immersive VR video and with researcher notes that detailed the student's physical dispositions in class before they were exposed to immersive VR video and while the medium was used. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]