In this paper, we present our design of a high school summer course which uses our Visual Design Problem-based Learning Pedagogy using Virtual Environments as a strategy to teach computer science. Students solved visual design problems by creating 3D sculptures in an online virtual environment. These creations were further explored and refined in immersive display systems fostering embodied learning and remote peer presence and support. To achieve the desired design, students use programming and computing concepts, such as loops, to solve those visual design centered problems, i.e. solving for composition, positive/negative space, balance, as opposed to computational problems first, i.e. create a loop, a fractal, randomized lines, etc. We present results from a study conducted on three high school summer courses. We compared the use of our Visual Design Problem-based teaching strategy (students wrote code to solve challenges based on art and design principles) to a traditional strategy (students wrote code to demonstrate comprehension of computer science concepts). Our results showed that test scores were higher for students in our Visual Design Problem-based courses. This work may have a positive impact on computer science education by increasing engagement, knowledge acquisition, and self-directed learning.