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This research addresses the difficulty of attaining active learning in financial areas via virtual education. This study aimed to assess a strategy to improve learning in the Financial Tools and Project Assessment (FTPA) course using the Second Life (SL) platform. A mixed research approach was used, and data were processed with the programs Excel, Atlas ti, and Ucinet. The results indicated that, though using information and communication technologies (ICTs) in learning is inevitable, approximately 70% of students did not know that tool and had never seen a lesson in a 3D space. However, once they got acquainted with SL, 69.6% of students considered the difficulty of managing it low to medium. Likewise, students associated using SL with attitudinal, pedagogical, and technological elements and expressed that it was interesting, entertaining, and new. Finally, students considered SL a handy tool for the course in FTPA because it allowed them to understand better topics like time, budget, and project scope. With the pandemic, the use of ICTs in the teaching processes has extended worldwide, but the tools used more frequently are the traditional ones. Students are open to new experiences and consider virtual education monotonous. One of the challenges to virtual education is to achieve active learning and make the tools implemented in teaching contribute to developing skills. The use of SL contributes very much to this purpose.