Simulations can provide exposure to cases that might not present themselves during a practicum assignment or rotation, allow students to make decisions without risk to a real patient, expose students to critical situations requiring a rapid response, allow students to observe the consequences (good or bad) of their management choices, and provide training to maintain infrequently used skills. Simulation has been used in a variety of medical fields such as anesthesia, emergency medicine, military trauma medicine, intensive care, trauma, and surgical critical care. Within athletic training (athletic therapy, in Canada), simulations might maximize the retention of knowledge, could increase the number of clinical experiences encountered, and aid in the transfer of training to real-life settings. Simulations could also be used as a method for evaluating student performance and assessing whether instructional objectives have been met. The primary purpose of this study was to investigate the use of simulations for the formative assessment of student athletic therapists enrolled in a Canadian University athletic therapy program.