Teaching cellular and molecular pathology presents pedagogical challenges due to the abstract and spatial nature of its core concepts. Conventional two‑dimensional microscopy images can limit students’ ability to conceptualise three‑dimensional relationships between normal and diseased tissues. This enhancement project investigated the use of immersive virtual reality (VR) as a complementary teaching approach, aiming to improve student engagement, conceptual understanding, and awareness of emerging digital pathology technologies. The intervention involved piloting Meta Quest 3 VR headsets, enabling students to interact with three‑dimensional models of cellular and tissue structures. The enhancement was aligned with the module's intended learning outcomes, particularly those requiring the critical evaluation of emerging diagnostic techniques. A mixed‑methods evaluation design was employed, comprising a post‑session questionnaire with Likert‑scale and open‑ended items, alongside informal observational data. All respondents (100%) agreed that the VR session enhanced their understanding of normal cellular structures, while 75% reported improved understanding of diseased cellular and tissue changes. Engagement emerged as a key strength, with 100% of participants indicating that the VR activity was more engaging than traditional microscopy. Qualitative findings highlighted enhanced visualisation and immersive learning; however, challenges relating to motion sickness, image clarity, and usability were also reported, reflected in more varied responses regarding ease of use. Overall, the findings indicate that immersive VR can enhance engagement and support spatial understanding in biomedical science education when purposefully aligned. Nonetheless, accessibility, session design, and technical limitations must be carefully considered to ensure inclusive and pedagogically effective implementation.