Virtual reality technology (VR) has emerged as an innovative tool for immersive experiences in agricultural education. To prepare educators to implement VR, training needs must be addressed. The purpose of our study was to evaluate the impact of the [Blinded Workshop Title], an extended professional development program that provided participating educators with training and equipment to implement VR during the 2024-2025 academic year. Twenty-eight participants from [State] and [State] participated in a web-based onboarding, a five-day in-person training workshop, and multiple check-in meetings during VR implementation. Each participant was provided with 12 VR headsets and financial support to participate in the workshop. We administered an instrument to measure participants' knowledge and perceptions of virtual reality before, immediately after, and one year after the five-day professional development workshop. We analyzed the data to generate descriptive statistics and to examine changes in knowledge and perceptions over time using Friedman’s test, a nonparametric equivalent of repeated-measures ANOVA. We found that participants used their VR headsets to deliver a wide range of agriculture, food, and natural resources content. The primary barriers participants faced in implementing the technology were related to obtaining support from administrators and information technology (IT) professionals to complete the initial setup. The results of the Friedman’s test indicated that participants experienced a significant change in their knowledge and perceptions of VR over time. Post-hoc analysis revealed significant positive changes between the pre- and post-test, and no significant changes between the post- and post-post-test. We concluded that participants benefited from the program and that their changes in knowledge and perceptions of VR persisted at the one-year mark. To facilitate implementation, we recommend that future training programs include components for administrators and IT professionals to better understand the technology's learning potential and how to support agricultural educators seeking to implement VR.