In this paper, a taxonomy for VR/AR in education is presented that can help differentiate and categorise education experiences and provide indication as to why some applications of fail whereas others succeed. Examples will be presented to illustrate the taxonomy, including its use in developing and planning two current VR projects in our laboratory. The first project is a VR application for the training of Chemical Engineering students (and potentially industrial operators) on the use of a physical pilot plant facility. The second project involves the use of VR cinematography for enacting ethics scenarios (and thus ethical awareness and development) pertinent to engineering work situations.