Background/Objectives: This study aimed to analyze learners' sense of presence, learning engagement, and learning experience by applying the Metaverse platform to classroom situations. Methods/Statistical analysis: The study included 26 second-year students from the Early Childhood Education Department at G University during the first semester of 2022. The classes were conducted using a blended approach, combining face-to-face lectures with online platforms, including a learning management system (LMS), Zoom, and Metaverse. Quantitative data were collected to measure the sense of presence and learning engagement, specifically in the Metaverse platform. Qualitative data analysis was employed to explore students' experiential descriptions of the various online learning platforms utilized. Findings: The results showed that, first, learners' sense of presence in the Metaverse was high, and their emotional and behavioral engagement in learning immersion was high, but their cognitive engagement was low. Second, learners felt that LMS allows them to learn at their own pace, but communication is difficult and tedious, and ZOOM allows realistic two-way communication. However, some learners feel uncomfortable exposing their faces. The Metaverse is engaging and exciting, encourages active participation in the class by promoting emotional expression through avatars, and provides opportunities for future educational experiences, but it is somewhat distracting. Based on the learners' experiences in this study, it is necessary to continue exploring lesson designs that promote cognitive learning and fully consider learners' characteristics to utilize various innovative teaching methods, including Metaverse.