Despite a wide variety of research about videogames and learning, few studies have focused on the potential uses of massively multiplayer online role-playing games (MMORPGs) in formal K-12 education. This study investigated the potential benefits and problems of using MMORPGs as constructivist learning environments. Two pillars of study supported this effort: constructivist learning theory and digital game-based learning theory. The study employed a social constructivist paradigm of qualitative research and the Delphi method of inquiry. Three qualitative survey rounds and one quantitative final consensus check were conducted. The Delphi panel consisted of 12 experts, including academic researchers, educators experienced using videogames with students, and professional game developers. A content analysis of the data revealed a high degree of consensus among the panelists around several important potential benefits, including the predictions that MMORPGs may help students develop difficult to teach 21st Century skills and may be used to support student reflection. In addition, the panel predicted many significant challenges related to implementing the games, particularly with respect to infrastructure and logistics. It is recommended that educators begin by repurposing commercial off the shelf MMORPGs, and that developers begin designing explicitly educational MMORPGs. Social change implications of this study may include helping students learn about other cultures, changing students’ attitudes, facilitating a greater degree of equity between students, being accessible to students with disabilities and students in remote locations, and supporting constructivist pedagogy in a powerful new medium.