Simulated learning environments have rapidly evolved in recent years and are gaining traction as an effective tool in teacher education (Australian Institute for Teaching and School Leadership, 2023; Frei-Landau et al., 2023). This paper explores the use of virtual classroom simulation in initial teacher education at an Australian university. It considers the alignment of simulation activities with mandated learning outcomes, and the challenges in assessing simulation-based learning in ways which are fair, authentic and effective. These issues are analysed within a detailed review of how simSchool, an online virtual classroom gaming platform, has been innovatively integrated within the curriculum and assessment of three undergraduate initial teacher education courses. Each case study report includes an instructor-led evaluation of key elements of the assessment design process, enabling comparison of the different strengths of each approach. The paper concludes by summarising the salient aspects of successful integration and assessment of simulation technology in higher education. This contribution to the discourse of simulation pedagogy seeks to encourage more academics to test the affordances of simulation technology in their teaching by adopting approaches that are tailored for student cohorts and precisely aligned with learning outcomes.