Project-based learning is a learner-centered process that gives freedom to the students to design their own project works. Though numerous research results on the enactment of Project-Based Learning instruction have already been reported, only a limited number have reported its enactment in a virtual learning environment. This present research employed Interpretative Phenomenological Analysis (IPA), which unpacks the students' learning experience after being exposed to Virtual Project-Based Learning, henceforth Virtual PjBL. The researchers administered in-depth interviews with eighteen students who came from two different classes in an Islamic Higher Education in Indonesia. Findings show that five significant themes emerged from data collection and analysis; increasing active participation and motivation, developing critical thinking skills, participating in collaborative group discussion, developing skills in using digital tools, and building peer and lecturer communication. This result contributes to the earlier studies dealing with students' English learning experience of Virtual PjBL instruction. It also adds the pedagogical implications to the research related to Virtual PjBL enactment in Islamic higher education settings.