This paper reports findings from a comparative case study that investigated changes in high school students' science-related identities over time as a result of their participation in an augmented virtual learning environment (VLE) designed with both in-game virtual experiences and in-person supportive curriculum. The Projective Reflection (PR) theoretical framework informed the design and implementation of a 9-week augmented VLE course developed around the virtual internship Philadelphia Land Science to promote intentional exploration of future possible selves in urban planning and environmental science. Two illustrative student cases are presented to descriptively characterize unique trajectories of identity exploration that were enacted by learners over time; each students' trajectory of change was shaped by their individual characteristics and contexts (starting selves) and by their engagement with the augmented VLE. Results illustrate how augmented VLEs may support adaptive exploration opportunities based on the individual learner needs and preferences, and provide insight into how to best design such tools to comprehensively promote targeted changes in learners' identities as defined by PR.