Virtual world seems to be taking on the physical world, and the education as it seeks to be dynamic and relevant to the current trends in ICT is also going through changes and advances. In the field of science pedagogy for instance, virtual laboratories and simulations are gaining ground through its facets of cutting-edge “real-like” augmentation of science experimentation and concept formation. This paper explores the possibility of using this technology in the school science classrooms of developing countries such as the Philippines. The paper used the systematic literature method to identify the theoretical underpinnings, gains, issues, and potential of virtual laboratory integration to school science laboratory. The reviewed literatures were synthesized, and the researchers found out that majority of virtual simulations used in education rely on the theoretical embodiment of experiential and constructivist learning approach particularly in guided inquiry-based science pedagogy. The paper also listed issues in the integration of virtual laboratories which are cognitive overload; critical formative assessment applications on virtual set-up; and inadequate resources. It was then concluded that the virtual laboratory integrations provides both advantages and disadvantages to science learning, hence, such integration shall be done with careful consideration to accommodate both the gains and issues. The findings of the paper also lead to the recommendation to not make virtual laboratories as substitutes but as a complementary tool to improve science learning in an actual science lab. Virtual laboratory integration shall only be done to accommodate difficult and improbable science activities such as those that are in a molecular scale.