Introduction. Immersive virtual reality has the potential to expand access to traditional musical instruments for a broader audience, including individuals who cannot directly master these instruments. Aim. The present paper aims to investigate teachers’ perceptions of the pedagogical affordances of the EduLaras Virtual Museum, a virtual museum of West Javanese musical instruments. Methodology and research methods. Thirty-two arts and culture teachers, selected through purposive sampling, completed a 37-item questionnaire based on the UTAUT and TPACK frameworks, as well as the standard System Usability Scale (SUS). They also responded to five open-ended questions following a trial session at the museum. Perceptions of the museum were assessed using three UTAUT constructs: performance expectancy (the belief that the museum would enhance work effectiveness), effort expectancy (the ease of learning and using the system), and social influence (perceived support from colleagues, management, and educational norms). The analysis included descriptive statistics of the ratings, evaluation of the SUS with internal consistency assessed as a pilot indicator, and qualitative content analysis of the open-ended responses. Results. All three UTAUT constructs – performance expectancy (M = 3.94, SD = 0.60), effort expectancy (M = 3.78, SD = 0.68), and social influence (M = 3.82, SD = 0.65) – exceeded the facilitating conditions for adopting the proposed technology. This suggests a strong perception of the museum’s usefulness and ease of use, as well as perceived support from significant others, whereas the organisational and technical infrastructure received lower ratings. The SUS score was high (M = 90.23, SD = 9.49; median = 92.50; range = 62.50–100; α = 0.938), with 21 participants scoring at least 90 and six achieving a perfect score of 100. This distribution indicates a pronounced ceiling effect. Qualitative analysis revealed that the most frequently cited benefits were instructional support (18/32) and engagement (15/32), while anticipated barriers included resources, access, and cost (23/32), as well as training and adaptation (13/32). Scientific novelty. A gap was identified between ease of use and readiness for adoption. Although the museum appeared easy to use during the introductory session, this did not necessarily indicate readiness to integrate it into the teaching process. Such readiness depended on organisational resources, pedagogical integration, and management support. Practical significance. The practical significance lies in the shared use of virtual reality equipment, the provision of short-term training and support when challenges arise, and the iterative testing of acoustic, rhythmic, and simulation activities.