The effectiveness of virtual reality (VR) to enhance learning has been repeatedly demonstrated empirically. However, the technology is still rarely adopted in educational practice – possibly due to a lack of competencies and operational experience among instructional participants. Since little is known about this issue, a secondary data analysis of three studies (N = 220) conducted between 2021 and 2025 was performed to examine the current level of experience with VR technology among instructional participants along potential determinants. The sample included instructors, facilitators, learners, and participants of VR-based trainings and scientific workshops, of which almost half were from the real estate sector. Results indicate that, on average, instructional participants had limited prior VR experience. Its level was significantly associated with their trait technology acceptance and literacy beliefs, but not with age, gender, control beliefs, or year of survey. These findings underscore the need to foster technology readiness among instructional participants to support the adoption of innovative technologies like VR.