This paper explores the implementation of Google Expeditions (GE), a virtual reality toolkit for classrooms, through the “pioneer program” in the UK. It examines the contradictory dynamics of GE, where users experience both the excitement of innovative educational technology and the expansion of Google’s influence into educational spaces. The study draws on observations and surveys from GE trials and events, highlighting the tension between the benefits of immersive learning and the broader implications of Google’s growing presence in education.