As the number and complexity of instructional tools have increased, universities have rapidly adapted to ensure their students have the necessary tools and resources for academic success (Rafi et al., 2014; Rafi et al., 2020). One of these adaptations has been the creation of virtual learning platforms using Virtual Reality (VR) technology. This study focuses on undergraduate students' attitudes and intentions toward using VR technology, such as Veative®, ThingLink®, and Cave Automated Virtual Environment (CAVE), in STEM (Science, Technology, Engineering, and Mathematics) courses at an Historically Black College and University (HBCU). The study utilized the Spatial Presence Experience Scale (SPES) (Hartmann et al., 2016; Adanin, 2020) to measure students' experiences of spatial presence within VR environments. The results analyzed the data through the lens of the Technology Acceptance Model (TAM) (Davis, 1989) and the concept of Spatial Presence (Wirth et al., 2007). The quantitative findings of the study showed that perceived usefulness of the VR technology and the students' attitudes toward its use were strong predictors of their intentions to use the VR technology. The TAM, which posits that perceived usefulness and attitude toward a technology are key determinants of an individual's intention to use that technology (Davis, 1989). Furthermore, the data collected from students in Agricultural Sciences and Technology and Freshman Engineering-I at an HBCU in Southeast Louisiana demonstrated a positive overall acceptance of VR technology. This study suggests that the integration of VR technology in Freshman Engineering-I and Agricultural Sciences and Technology coursework at an HBCUs has been well-received by the students. In summary, this study provides insights into how undergraduate students at an HBCU are responding to the integration of VR technology in their coursework. The study results showed that perceived usefulness and attitudes toward technology were key factors in students' willingness to use VR in their academic pursuits. The data collected from students in Agricultural Sciences and Technology and Freshman Engineering-I at an HBCU in Southeast Louisiana further demonstrated a positive acceptance of VR technology. [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.]