This paper discusses the perceptions of a teacher who participated with her classes in an investigation into the co-creation and personalisation of Immersive Web Environments (IWE). The teacher recorded the activities carried out by the students and her observations in a logbook. The case study took place during eleven fifty-minute lessons with two seventh-grade classes, a total of thirty-seven students, who idealised a classroom in an IWE to learn a topic of their choice. The students chose an IWE to learn vocabulary in English. An action research methodological approach was followed, in which three cycles were defined: i) the ideation phase, in which the students imagine the classroom; ii) the construction phase, in which the students build the IWE and iii) the use phase, in which the students use the online immersive classroom to learn about the topic they idealised the classroom for, in this case, learning English vocabulary. The result obtained, according to the teacher’s “view”, indicates that the students were involved and motivated by the possibility of learning the syllabus in an IWE they created and personalised. The students showed interest in all three phases of the process. However, it turned out that they didn’t always have adequate technological conditions, which were circumvented by using the teacher’s hotspot and the students’ mobile data. It also turned out that the students were accessing IWE in the evenings at home.