This study introduces a conceptual analysis, a typological framework which aims to map a wide array of possible virtual worlds into a larger frame and explore their signifi cance for architectural education. Using this analysis, we discuss the properties of virtual worlds in four groups: ìthe real virtual, virtual augmented real, real augmented virtual and fantastic virtualî. Based on these, we propose four different strategies for integrating virtual worlds into architectural education. Overall, this contribution can be seen as a small step towards the revitalization of the architectural design curriculum.