Executive function (EF) is a skill that is essential in many aspects of daily functioning and as such is a pertinent target for cognitive training protocols. With current findings about EF training being inconsistent, work is now needed to understand the core components that ensure successful training. A key component that is often cited as essential, but which lacks solid empirical justification is training adaptivity, which is thought to improve participant motivation and support engagement. Therefore, the present study aimed to explore the relationship between adaptivity and motivation, in virtual reality (VR) based EF training with primary school-aged children. Sixty participants were allocated to one of three conditions: VR adaptive training, VR non-adaptive training, and a passive control group. Training in VR conditions consisted of 12 fifteen-minute sessions, delivered over 4 weeks and was delivered using the cognitive training game Koji’s Quest, developed by NeuroReality. All participants completed EF tests at pre- and post- time points. Participants in the VR conditions also completed motivation measures after the training. Results suggest that the adaptive training might influence the switching response over time, but further analyses did not confirm significant differences, possibly due to the small sample size and the high scores variability. Although no differences were observed on the quantitate measures of motivation, qualitative feedback did indicate that perhaps motivation may have been a contributing factor. Results provide initial evidence that short term VR cognitive training may be effective in improving cognitive flexibility in primary aged children, however due to the small sample size and high variability, results are tentative, and further research is necessary. Findings are discussed in terms of the implications for educational application.