Virtual Reality (VR) is becoming widely used as a final design presentation tool, but little to no research exists on the role of VR to support in-process work and design development. This research seeks to connect the value of VR as not only a final presentation tool but also a tool to aid the design development process. Currently, most students approach inclusive design from a “codes only” approach; however, VR holds great potential to understand a more holistic end-user experience particularly for users with different needs (e.g. wheelchairs users, low vision, and children). Properly positioned and pedagogically researched VR holds great potential for DCP to become a leader in the meaningful application of emerging technology. The proposed research also aimed to identify springboards and barriers to success when students use VR in studio.