This study explored the use of virtual reality (VR) for tourism education by having students design and lead VR tours of three locations in Kyoto, Japan. 22 undergraduate students participated and completed pre/post questionnaires. Results showed high levels of spatial presence and attention/satisfaction. Students felt the VR tours helped communicate in English and learn about locations more clearly than PowerPoints. However, some reported dizziness or eye strain. Overall, the study demonstrated VR's power for hands-on learning experiences while also highlighting the importance of task design to avoid physical issues. Insights will be published in an upcoming Springer book on technology-enhanced language learning in Asia.