Virtual worlds are being increasingly used in education, often for their flexibility in facilitating student-directed learning. They offer opportunities for open-ended learning activities, such as simulations, role plays, and design tasks in which students are encouraged to be creative and innovative while taking responsibility for their choices and activities. Within virtual worlds, students are able to collaborate, move and explore, build, and interact with virtual objects and media. As flexibility for self-directed learning increases, the challenge of guiding students’ learning toward the intended outcomes also increases, as does the need to provide appropriate support and guidance (Cram, Lumkin, & Eade, 2010). Some early research suggests that virtual worlds may provide pedagogical advantages for specific learning styles and learner groups, as well as for specific subject areas (Bradshaw, 2006; Roussou, Oliver, & Slater, 2006; Slator et al., 2005; The Schome Cmmunity, 2007). They provide students with the opportunity to collaborate, design, experiment with learning, and use different personas. The studies we describe in this chapter demonstrate that virtual worlds can be employed with students to enhance their learning through the use of well-structured scaffolding.