Can a virtual reality (VR) simulation promote acquisition of scientific skills with real-life practicability? In order to answer this question, we conducted (I) an online study (N = 126) and (II) a field study at a high school (N = 47). Study I focused on the instructional design of VR by comparing the effects of different pedagogical agents on acquiring pipetting skills. We found no significant differences between the conditions, that is, it did not seem to make a difference whether the pedagogical agent was present or not, or if it demonstrated the procedure or not. Study II focused on transfer of skills learned in VR to real-life with the addition of a control group who were taught by a real-life instructor. The results indicated that performance in VR can predict performance on a real-life transfer test. However, comparisons between the two groups showed that the students who received virtual training made more errors, experienced more extraneous cognitive load, and learned less compared to the students who were taught by the real-life instructor. Across both studies, all students experienced an increase in self-efficacy from prior to after the intervention, although the students taught by the real-life instructor experienced the largest increases in Study II. Hence, VR should not replace traditional ways of teaching scientific procedures. Rather, it can be a complement to traditional teaching that can increase accessibility.