Faculty at a large, public university reversed the conventional virtual reality (VR) approach to orient students to the new simulation platform. The technique necessitated 2 instructors to don headsets and play the role of nurses while students directed care for patients and family members. Students, divided into groups of 2 to 4 each, took turns articulating the nursing care priorities and interventions. Each group of students communicated their "move" or accepted a "challenge," an alternative suggestion from classmates to direct patient care. The teaching modality integrated critical thinking, decision-making, and clear closed-loop communication to care for patients and family members. One week prior, faculty provided students an overview of patients, ground rules, and expectations for the simulation. Then, during the simulation, students watched their teamwork unfold in real time in the VR scenario projected on a big screen in the classroom. The entire experience lasted 1 hour, allotting 20 minutes each for orientation to the VR space, the scenario, and the debrief. Faculty planned this innovative use of VR to orient a large volume of students to the VR platform, engage Gen Z learners, and implement clinical lessons into practice. The approach resulted in a comprehensive VR orientation and an exercise in enhancing communication, collaboration, prioritization, and delegation skills. In addition, students commented on the fun and interactive nature of the experience and requested more VR in clinical learning.