The study aimed at the role of virtual reality simulation in teaching complex mathematical concepts in Uganda and it was guided by the following objectives; To investigate the use of virtual reality in teaching and visualizing complex mathematical concepts, such as 3D geometry, in Uganda, to assess the impact of immersive VR experiences on students’ spatial reasoning abilities and their comprehension of mathematical concepts and to develop guidelines and recommendations for integrating VR technology into the mathematics curriculum and addressing the practical challenges of VR in education in Uganda. This study employed a mixed-methods design, which combines both quantitative and qualitative methods to answer the research questions. The study also focused on the secondary school level, as this is the stage where students are expected to master and apply these concepts in various domains and contexts. The sample size for this study were 90 students and 10 teachers. It was found out that out of 50 senior one students, 04 students agreed “to some extent”, 10 students agreed “to greeter extent” and 36 students agreed “to very much extent”. Out of 30senior two students, 01 students agreed “to some extent”, 60 students agreed “to greater extent”, 23 students agreed “to very much extent”. Government should come in to easy the issue of accessibilities of such strange but useful technologies important to education sectors inform of costs, accommodating infrastructures, internet and in any other ways.