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The use of interactive virtual expeditions in classroom learning environments can theoretically be an effective means of engaging learners in understanding science as an inquiry process, infusing current research and relevant science into the classroom, and positively affecting learner attitudes towards science as a process and a career. A comparative analysis of the School of Rock Expedition interactive virtual expedition yields theoretical recommendations about the use of real-time or near real-time interaction between expedition scientists and classrooms - in particular, that a combination of live and near real-time interaction could be most effective and that scientists who are trained in effective means to communicate with the target audiences may be productive in shifting learner attitudes about science. Future empirical research on whether these theoretical recommendations are effective learning tools is needed and encouraged given the potential that we believe interactive virtual expeditions have in achieving scientific learning goals. [ABSTRACT FROM AUTHOR]