The topic of this paper is virtual identity and the way in which its relationship with the real identity affects the process of self-actualization. The concept of virtual identity as a mirror self encourages reflection on one's own real identity through virtual space, especially through the possibility of a virtual moratorium. The way in which the boundaries between virtual and real are blurred thus encouraging the overflow of virtual influences on the real life and identity of the individual, and vice versa, is explored through the concept of mixed reality and the merging of the virtual and the real into one entity. Furthermore, the relationship between real and virtual identity will be analyzed through Erving Goffman’s theory, more specifically through his concept of identity performance. Finally, Rogers' theory of self-actualization will link the division of real and ideal selves with virtual and real identities, and see how reflection can be understood as a tool for balancing multiple identities and fostering authentic identity performance. This paper emphasizes the importance of pedagogical science for understanding and encouraging positive ways of using virtual identities and virtual spaces in order to self-actualize the individual through education.