The study aims to investigate the effectiveness of teaching the symmetry unit using the virtual mathematics lab on spatial visualization and geometric anxiety among seventh grade students. The semiexperimental design was used on a sample consisted of 67 students from the seventh grade in North Al Batinah Governorate. The students were divided into two groups; an experimental group consisted of 32 students who were taught using the virtual mathematics laboratory and a control group consisting of 35 students who were taught in the traditional way. To achieve the objectives of the study, the researcher prepared the virtual mathematics laboratory along with its accompanying teaching and learning materials. Moreover, he prepared the study tools including the spatial visualization test, consisting of thirty multiple-choice questions, and a measure of geometric anxiety, consisting of seventeen items. The indications of validity and reliability were extracted by appropriate methods. The results showed that there were statistically significant differences at the level (α=.05) between the average scores of the experimental group students, and the scores of the control group students in both the spatial visualization test and the geometric anxiety scale in favor of the average scores of the experimental group. ز In the light of these results, the study recommends the use of virtual laboratories in teaching mathematics, including objectives for spatial visualization in the curricula, training teachers and specialists in dealing with students' geometric anxiety, and conducting more studies to investigate the effectiveness of the virtual mathematics laboratory on other variables and stages, and various academic and mathematical subjects.