Students have to practically face numerous hard and ill-structured problems when they go to work. However, the separation of theory and practice in traditional instruction makes knowledge be inert and provides no opportunity for students to personally experience the ill-structured problem solving procedure. In order to provide students with an experiential learning experience and understand the effect of a 3D virtual learning environment in students’ ill-structured problem-solving ability, the present study designed a 3D virtual company (3DVC) for the participants to be a general manager to solve the complex problems for different departments. In order to confirm that the instruments used in the present study are reliable and valid in understanding students’ problem-solving ability and attitude toward the learning system, the present study selected twenty business students to participate in the pilot study. The entire procedure contains pretest, 3DVC training plus questionnaire, and posttest. The materials used in the tests are three complicated, difficult and open-ended questions for the participants to fix. Two management professionals graded each participant’s answer and the participant’s final score was averaged by the two graders’ total score after confirming that the inter-rater reliability coefficient is above acceptable level. The results indicate that the participants performed significantly better in the posttest after the 3DVC training system, which reflects that the learning system is with reliability and validity and the questionnaire results also presented with good reliability and validity.