Quantum Mechanics (QM) education presents diverse pedagogical challenges as the observed phenomena occur at scales invisible to human perception, unfold across timescales inaccessible to human cognition, and contradict intuitions developed through lifelong interaction with classical objects. Virtual Reality (VR) has attracted interest as a technology capable of addressing such challenges though recent reviews reveal that existing implementations follow technological capability instead of pedagogical rationale. In response to this observation, we propose the Experiential Quantum Framework—an extension of the Cognitive Affective Model of Immersive Learning adjusted to the requirements of QM instruction. The framework identifies four VR affordances—presence, agency, embodiment, and scale-time transformation—and maps them to six documented quantum learning challenges through theoretically-grounded paths wherein, four represent direct positive relationships; one is conditional, predicting that VR visualisation can either reinforce or remediate misconceptions depending on the design choices; and one is negative, capturing the cognitive load risk that immersion imposes on already-complex content. Based on the aforementioned paths, six design principles derive that translate theoretical rationale into actionable specifications for instructional designers. The framework generates testable propositions, provides diagnostic criteria for educators evaluating VR implementations, and offers theoretically-grounded design guidance for Immersive VR applications for QM instruction.