This paper uses qualitative data, from a study which embedded virtual reality (VR) in high school science classes, to produce an exemplar designed to illustrate how the technology can promote engagement and Deeper Learning for students. Application of the Deeper Learning conceptual framework to the exemplar provides unique insights into how VR can be deployed in curriculum-aligned ways to develop and combine content mastery, self-directed, collaboration and, perhaps most importantly, creative endeavour in high school science, especially in low income school communities.