Virtual reality (VR) is a computer-generated experience through projection of shapes, objects, and scenic views via headset or helmet device and interpreted as a genuine realistic environment. The interpretation of the highly realistic projection from the eye creates an immersive experience for the user. The use of VR technology is utilized in an array of industry applications as well as learning/training spaces. In particular, when VR is used in an educational setting, studies have shown positive or improved student achievement for a variety of academic disciplines in conjunction with creativity, inspiration, engagement, and motivation. VR used in industry applications, specifically within apparel industries, has been reported to enhance efficiencies in retail, enable virtual garment fitting, and reduction of physical samples in the apparel design and product development process. Regardless of these demonstrated favorable outcomes from education and industry, few research studies have investigated students’ willingness to adopt VR as a tool for use within their desired academic discipline (feeding into their future career path). As use in the apparel design and product development process has been reported, an opportunity exists to explore VR as an educational tool to ideate fashion design ideas in an individual’s apparel design process. Thus, the goal of this study was to provide initial insights into students’ willingness to use VR as a sketching tool, compared to traditional sketching tools, during the apparel design process. A multiple case study design was employed to examine the phenomenon in eight selected undergraduate Apparel Design students. The study was guided through the lens of the Unified Theory of Acceptance and Use of Technology (UTAUT) framework to examine students’ willingness based on performance expectancy, effort expectancy, social influence, and facilitating conditions to use VR. A learning module was developed in a 300-level apparel design course specifically to explore VR as a sketching tool in their design ideation process. Students received a demonstration for how to use the Oculus Quest VR equipment and experimentation/practice time using the equipment in conjunction with the Gravity Sketch (GS) VR application which allowed student users to draw in virtual space on an imported preexisting dress form. Following the practice time, students then completed an apparel design activity using the VR tool. Students then completed a survey in which data was collected through mixed methods by questionary scales and open-ended questions. The findings suggest a relationship between social willingness to adopt VR in their design ideation process while also providing a structure for future researchers to expand the use of this technology in apparel design coursework.