Virtual Reality (VR) technology and software has developed to the point where high-fidelity headsets and programs are affordable to the public. This thesis focuses on virtual reality technology and its potential application and adoption in Geography, specifically education and the topic of Physical Geography. The topic of Physical Geography was chosen for its ability to be modeled using already gathered geography data which could be readily converted into virtual reality environments. The objectives of the study were to assess the suitability of VR for use in geographic education in comparison to a traditional mixed media/lecture format. This study conducted paired entry and exit usability and knowledge evaluation surveys with 26 students pulled from the San Diego State University (SDSU) Geography undergraduate student pool or those that have completed or have enrolled in Geography 101 (Earths’ Environmental Science) within the past year. Major findings were that while there was a significant test score increase in the virtual reality group, just utilizing virtual reality technology alone as the sole method of lecture did not work as an effective alternative to traditional media lecture methods. While no direct causes can be attributed, the traditional methods group ended with a higher exit survey average (assessing Physical Geography Knowledge) than the virtual reality group. Smartphone-based virtual reality is better for answering questions regarding glacial landforms, and good for the self-perception of students’ own learning progress. Traditional learning methods are better at educating simpler mapping concepts like isolines and remote imagery. When analyzing the feedback from the knowledge surveys and a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis from users of the virtual reality prototype, it was made clear that while virtual reality does provide unique educational situations, it lacks the immediate versatility that traditional media and web-based lectures have. In addition, certain negatives such as cost, disorientation, and development time investment currently keep virtual reality from being a ready and effective alternative to traditional mixed media lecture formats. While certain concepts translate well into virtual reality, development costs and difficulties of production suggest using virtual reality as a supplemental tool to lectures.