This practitioner paper presents a case study of how the Flexible and Professional Learning department at the Technological University of the Shannon (TUS) has rapidly advanced the integration of immersive technologies into its online, blended, and distance learning offerings over an 18-month period. Beginning from limited prior experience in this area, the department has strategically built capacity and implemented immersive tools with a strong focus on pedagogical value and learner engagement. Notable innovations include the use of VirtualSpeech for developing professional communication skills in VR, Enscape for architectural visualisation, and Unity for the creation of interactive electric vehicle models to enhance STEM learning. Furthermore, 360° imagery from hydroelectric stations has been embedded into environmental and engineering modules to provide applied, real-world context. These developments reflect a commitment to meaningful and sustainable use of immersive technology, rather than superficial adoption. Early outcomes demonstrate increased student engagement, deeper learning experiences, and strong institutional support for continued innovation. This case study offers practical insights for educators and institutions seeking to implement immersive technologies in a purposeful and scalable way.