People with an autism spectrum disorder face the daily challenge of social interactions – partic-ularly in non-verbal communication. These difficulties make adequate interpersonal interactions “in real-time” a challenging obstacle to overcome in many cases and can lead to excessive de-mands, frustration and isolation (low level of Theory of Mind). Emotion cards are usually used in autism therapy to learn basic skills for recognizing emotions. Learning with autism is charac-terized by spontaneous – sometimes-extraordinary – mastery of complex contents. People with autism learn facts, details and routines well but have difficulties to transfer the learned contents to another context (Weak Central Coherence) or to react flexible to unpredicted events (low Ex-ecutive Function). In addition, research has shown that autistics learn social competences while using a computer and performing practical exercises. Such systems provide the possibility to use an accepted computer simulated (virtual) environment in which autistic children can be taught social competences as emotion recognition. Consequently, we assume that learning emotion recognition in virtual learning environments can remove barriers and obstacles for autistics as they are more successful in solving social problems. Therefore, we are discussing in the paper at hand the potentials of how emotion recognition can be learned in virtual reality.