Virtual Reality is an emerging technology that has not been widely adapted to teach science concepts to students with significant cognitive disabilities (SCD) in part due to teachers' lack of understanding and technical competence. This narrative case study aimed to recount the experiences of teachers of students with SCD as they engage in professional development on virtual reality technology. Specifically, it described their knowledge, attitudes, and instructional practices during the PD and use of VR in the classroom. The study utilized interviews, training and in-class observations, and document analysis to collect data. Based on the results, the teachers gained more knowledge about VR as revealed in their engagement and use of the technology in the classroom. Their knowledge provided them with insights on the impact of VR to student engagement, sense of presence, and students' needs and abilities. They likewise pointed out their professional and technical needs around VR. With regard to attitudes, the teachers demonstrated a positive attitude in general, although they were apprehensive at first. However, as they engaged in VR, they became curious, were thorough, optimistic, confident, and excited. As far as instructional practices, the teachers leveraged the VR technology to increase student engagement. They likewise provided adaptations, priming, and practice to students when using VR. Finally, they practiced lesson planning, collaboration, and teamwork throughout the process. [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.]