This dissertation aimed to expand knowledge and practical uses of educational technology tools in high-stakes team training environments. This study depicted the real-world impacts of virtual reality (VR) technology on learning and training for the Royal New Zealand Police Academy and those training teams in high-stakes environments. Recommendations for improvement in designing these technologies and training resulted from the study. The study involving VR and the Bedford Workload Scale employed pre- and post-training to determine if using that technology produced statistical significance and improved user learning in VR tactical police training. The final study resulted in similar pre- and post-test results from participants (n = 74), indicating VR may produce realistic levels of cognitive load in virtual participants, and one statistically significant finding for participants who had previous experience using VR, suggesting that cognitive load may be higher during training for those with previous experience. The findings revealed that VR shows promise for increasing the value and efficacy of compliance training in tactical police settings and similar high-stakes team training environments.