This study examined the effectiveness of Second Life as a medium for self-guided exploration and the impact on the lived experiences of participants during exploration.Employing a phenomenological approach to study design,researchers surveyed and analyzed participant reflections and perceptions of task completion within Second Life.The results indicated that addressing both the textural (what is experienced) and structural (how phenomena are experienced),the participants lived experiences informed the sustainability of Second Life as a platform for self-guided learning tasks and knowledge construction.Specifically,results revealed that Second Life provides many affordances such as bridging the gap of time and space between students,increasing cultural awareness,and collaboration and idea sharing.Results also revealed a need for clearly defined tasking direction within instructional design,a comprehensive introduction and what to expect in Second Life,and addressing student concerns regarding security in the platform.