<p dir="ltr">The fluid power industry faces a growing gap between the evolving job requirements and the knowledge and skills possessed by engineering graduates. The study evaluates the potential of virtual reality (VR) as an innovative educational methodology to bridge the gap and enhance fluid power training for mechanical engineering technology students. The research compares the learning experiences and outcomes between a replicated VR fluid power lab and a traditional physical hands-on lab. The VR simulation of a fluid power lab was developed, allowing students to interact with virtual models of key components like gear pumps, pneumatic cylinders, and pressure relief valves. Quantitative and qualitative data was collected through surveys assessing students' task load, overall experience, and perceptions after completing the physical and VR labs. The NASA Task Load Index was used to measure and compare the workload in both lab environments. The results indicate that while the VR lab lacked the tactile realism of the physical lab, it provided several advantages. Students appreciated the ability to visualize internal components, access exploded views, and interact with equipment in novel ways within the VR environment. The multimedia resources and self-directed nature of the VR lab were also noted as benefits. However, technical glitches, unintuitive controls, and physical discomfort detracted from the VR experience for some participants. The study highlights the potential of VR to enhance fluid power education by providing an immersive, scalable alternative to traditional labs. Integrating VR with hands-on learning helps overcome space and equipment limitations while better preparing students for industry roles.</p>