Effective integration of Live, Virtual, and Constructive (LVC) environments in military education depends on many factors. The paper reports analysis across two semesters of the US Military Academy's experience incorporating Virtual Battlespace 3 (VBS3) simulation into classroom instruction. We (1) assess the impact of VBS3 simulations on the effectiveness of military science course instruction; (2) evaluate cadets' perceptions and attitudes regarding VBS3 simulation; and (3) explore the impacts of team dynamics and leadership characteristics on cadets’ team performance. These outcomes provide insights on the successes and challenges of using VBS3 in the military science curriculum. Successes include positive perceptions of VBS3 and course relevance, increasing the accuracy of self-assessment of current and future performance, and utilizing VBS3 for course content integration with cadets' field training. Our results also show that with increased use of virtual simulation, there was initially slightly decreased performance on tests and other graded events, raising questions about a possible mismatch between course assessments and what cadets learn from simulation. However, improvements in cadets’ performance were identified once the instructors had more experience utilizing simulations in the classroom. Impact of virtual simulation may be improved by additional or modified assessments of the tactical skills learned using VBS3 to reinforce these skills. Increased tactical skill reinforcement may increase cadets' declarative and procedural knowledge, potentially increasing knowledge transfer into live training performance. The paper also discusses lessons learned about the simulation tool lifecycle and educational context of virtual simulation in the classroom. Successful adoption required investments in scenario development, instructor training, and simulation laboratory infrastructure. Individual faculty were able to tailor use of the virtual experience through different approaches to the platoon leader briefing, simulated pre-mission reconnaissance, real-time adjustments to the scenario and computer-controlled OPFOR, and after action review. Finally, the paper presents initial qualitative analysis of classroom observations and VBS3 game logs showing how differences in team leadership and communication impact team performance within virtual tactical scenarios.