Clinical education is integral in preparing students in allied health professions such as Speech-Language Pathology (SLP). Increasing numbers of university programs in SLP and changing requirements for clinical competencies and the workforce have required alternative clinical learning modes. Alternatives like the use of simulation for SLP students' foundational clinical learning of novice students and clinical competencies in specific skill set areas will be discussed in this study. Reflection essays written by novice students were examined after encountering various simulated patients in their first clinical experience. Survey results describe the student's perceptions of their clinical experiences in the two groups of first-year SLP graduate students. Group One worked with patients with hearing loss in the University clinic, and Group Two completed simulated patients pertaining to hearing competencies. The study examines a reflective supervision model used for both quantitative and qualitative data collected in parallel with SLP students in clinical experiences. For the qualitative portion of this study, novice students encountered ten simulated patients and engaged in various assessments, treatment plans, lesson plans, insurance forms, electronic medical billing forms, and role-playing professional meetings. Reflection essays were examined for themes and sub-themes after a semester-long clinical experience. The quantitative research design of this study examines two groups of first-year students in a two-year graduate-entry master's speech-language pathology program. Cohort Group One was assigned a patient with hearing loss in the University clinic and completed 6-10 weeks of Aural Rehabilitation services in-person. Cohort Group Two completed simulated patient modules pertaining to obtaining clinical competencies in hearing treatment and evaluation. Both Cohorts of students completed a Likert scale survey to collect quantitative data for analysis. In each case, the learning module was designed to support students' learning in the foundation clinical skills such as counseling, interaction with clients with hearing loss, interviewing skills, and knowledge in projects such as lesson plans, treatment plans, and clinical chart notes to support clinical practice. Overall, the results support using reflective practice in simulated patients in clinical education programs for SLP students to develop foundational clinical skills and clinical competencies for preparing students for professional practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]