This study analyzed elementary preservice teachers' (PST) participation in an equity-oriented digital clinical simulation administered in a science methods course. Using the Teacher Moments' open access platform, PSTs completed the simulation, To Intervene or Not, about two students from historically minoritized communities who appeared disengaged during their fourth-grade science class. PSTs are put in the position of student teachers who are asked to identify causes for the classroom teacher's inaction, propose interventions, and reflect on their roles as teachers. A qualitative analysis of their responses showed that PSTs posed a range of productive questions, proposed a variety of viable interventions, and expressed an ethic of care, in which they saw themselves as responsible for the well-being and success of all students. Findings and implications for using equity-oriented simulations in teacher education are discussed.