Like many teachers, I have often relied upon metaphors and analogies to more relatable, everyday objects and experiences in an effort to translate complex, abstract concepts for students so they might achieve a deeper, more thorough understanding of them.  While my practice was limited to short verbal accounts of similarities linking more complex ideas with their basic counterparts, researched best practices suggest that student interest in the topic and, more importantly, overall understanding is enhanced when these analogies are mapped on paper to clearly emphasize all aspects that are similar, as well as different.  This research describes the results of applying the "Teaching with Analogy" framework, using a slightly different mapping template, to a secondary chemistry class delivered in the virtual space.  A library of analogies was developed and shared with students; results of assessment items corresponding to the standards they addressed were analyzed; a student survey was distributed and analyzed to consider their perceptions of the technique.  Assessment results suggest that the analogies employed in this study did help students remember topics and interpret abstract processes, a conclusion supported by student perception, as indicated by survey results.  This effect did not seem to be contingent upon students' prior knowledge or experience in science or their overall history of academic success.  Analogies addressing three distinct standards were identified as particularly helpful to students, wherein 100% of the student population in the study achieved mastery of these concepts and related tasks.  Assessment items requiring various depths of knowledge were analyzed, but the results of this examination were inconclusive; future studies must employ well-established controls and examine the effect that this technique may have on long-term retention of content.