Virtual reality (VR) technology has gained traction in educational settings globally, offering immersive learning experiences. In South Africa, where disparities in educational access are prevalent, VR platforms present an innovative avenue to bridge these gaps, particularly for children with disabilities. The study employed a mixed-methods approach, including surveys, interviews, and observational studies. Data were collected from 10 schools across three provinces, analysing both quantitative data on student engagement and qualitative insights into teacher perceptions and student experiences. A key finding was that while VR technology is available in most schools, access varies significantly by region. For instance, only 40% of schools in rural areas had adequate VR equipment compared to 75% in urban settings. Despite challenges with resource distribution and technical infrastructure, VR education showed promise for enhancing engagement and inclusivity among children with disabilities. However, sustained efforts are needed to ensure equitable access across all regions. Policy makers should prioritise investment in digital infrastructure and training programmes to support the integration of VR into mainstream educational curricula. Schools require ongoing support to maintain and upgrade their VR equipment.