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The use of interactive virtual expeditions in classroom learning environments is an effective means to engage 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 case study yields recommendations about the use of real-time or near real-time interaction with expedition scientists--in particular, that a combination of live and near real-time interaction may be most effective and that scientists who are trained in effective means to communicate with target audiences may be productive in shifting learner attitudes about science to the positive.