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In this paper we report on a case study of learning in Second Life. A system view of education guided this preliminary work to focus on communication and social interactions in learning in Second Life. Two undergraduate Computer Science courses were observed. Significant differences are revealed in required instructor direction and signs of negative engagement. Despite instructor engagement and novel environmental attractions, student communications with peers and with the instructor remain paramount to student engagement. Besides regular academic evaluation such as assignment grades and course-related communication, two unanticipated learning outcomes were reported.