Virtual Fieldtrips (VFTs) have been used in history lessons for at least a decade. In Singapore, they are used mainly for historical investigations in lower secondary classrooms, which focus on local history. However, the use of VFTs in the teaching of the Cold War for upper secondary content related to modern world history is less common. This article argues that when VFTs are embedded in learning theories related to experiential learning, student motivation and distributed cognition provide classroom experiences that engage learners in authentic ways and lead to higher-order cognitive outcomes. It also proposes historical perspectives and significance along with inquiry- and museum-based learning with multisensory experiences as useful guidelines to design VFT-based lessons on the Cold War for secondary school students.