The purpose of this study was to examine the effects of the college students’ perception of VR education on the academic stress and major satisfaction, and to identify the factors for reducing academic stress and increasing the major satisfaction considering VR experience. In this study, a survey and analytical study were conducted through questionnaires for the college students enrolled in 5 colleges in 5 regions where departments related to health administration were opened. The final study subjects were 207, and T-test, ANOVA, and multiple regression analysis were performed to observe the relationship between VR education perception, academic stress, and major satisfaction. As the ease of VR education increased in the whole group, academic stress was predicted to be 0.647 points (p-value: 0.047) lower. As the usefulness of VR education increased in the group with VR experience, academic stress was predicted to be 0.367 points (p-value: 0.040) lower. As the usefulness of VR education increased, the degree of major satisfaction was predicted to be high regardless of the entire group and VR experience. The college students majoring in health administration demonstrated that the usefulness and ease of VR education had a high correlation with academic stress and major satisfaction. it is necessary to prepare educational policies for the effective introduction and development of VR education and the establishment of efficient educational methods in consideration of college students’ perception of VR education, VR use experience and individual characteristics.