This paper presents selected links between the complex fields of architecture, use of virtual reality (as a part of computer science), and their potential in helping tackle crime. The presented information sets a general background for the development of a put forward prototype of new immersive learning experience to provide deeper understanding of CPTED concepts to enhance the traditional curriculum and the overall retention of knowledge. In architecture, better computer technology raises the stakes. Architecture’s side of communicating ideas and managing information has been reflected in BIM. Technology is one component of larger social, economic, and business revolutions that will continue to have a substantial impact on the markets in which architects deliver services. Technological progress enables blurring the boundaries between reality and the virtual world. It is a source of inspiration and some freedom in architectural design. The theory of education is also influenced by new technologies. There are scientific studies suggesting learning in virtual reality may be more efficient than in the real world. Current VR systems provide new features for perceptual expansion, for creative construction, and for unique social interactivity. There are now hundreds of university architecture programmes with VR and AR labs all over the world. We have also changed the way of designing of and thinking about our cities, including safety. The global nature of crime has brought international cooperation in the field of prevention, one example being the CPTED security concept. New visual stimuli, such as VR, may broaden our understanding of housing design, burglary risk and CPTED, and help prevent crime. VR has also pedagogical promise, as it can be used not only to assess hypothetical environments, but also to track, shape and affect subjects’ thinking towards them. There are not many practical studies on the use of VR for this purpose, which points at a niche for more research to be conducted in this area.