This paper explores how a legacy digital artefact can be adopted within formal education settings and can be used by teachers and students to support teaching and learning activities within primary and secondary classrooms. In particular, through a comparative case study of three schools in the UK, the paper investigates the potential of using a virtual 3D model of the 1938 British Empire Exhibition in formal educational settings and highlights a number of salient issues and challenges that emerged. As the data suggests, engagement with the model created opportunities for playful learning, facilitated motivation and collaboration, and enhanced student interest. However, participation was often compromised by the wider pressures of the curriculum, assessment regimes and teacher time as well as technical barriers and limitations. In light of the above, the paper considers the range of actors and factors that underpin the outcomes and sustainability of such a project and concludes by considering the implications of these findings.