The purpose of this study was to investigate the impact of time in Mixed-Reality Simulations (MRS) on anxiety levels and coping for pre-service teachers (PSTs). A convergent parallel mixed-methods design was utilized for this study. The quantitative portion of the study used a convenience sample of 10 PSTs enrolled in one of two practice-based teacher preparation courses which embedded MRS into the curriculum. All participants completed two inventories before the first simulation, after the second simulation, and after the third simulation of the semester. The first inventory measured adaptiveness in coping and the second measured anxiety. The qualitative portion of the study followed an exploratory collective case study design to examine PSTs perceptions of adaptiveness in coping and anxiety and included an observational protocol utilized by the researcher during a sample of the participants' MRS sessions as well as a demographic questionnaire and an exit survey. The results of both qualitative and quantitative findings were compared using triangulation in an effort to uncover themes related to adaptiveness in coping and anxiety over time within a MRS. Paired-Samples Sign Tests were used to determine the median difference between matched observations for the Personal Functioning Inventory scores for both levels. For each pair of matched observations on both levels, no statistically significant difference was found for any pair of administrations. Paired-Samples Sign Tests were also used to determine the median difference between matched observations for the Zung Anxiety Self-Assessment Scale scores for both levels. For each pair of matched observations on both levels, no statistically significant difference was found for any pair of administrations. Three finding statements emerged from the qualitative data: (a) participants experienced anxiety surrounding the mixed-reality simulations from many different sources, (b) participants' anxiety surrounding the mixed-reality simulations manifested itself in a variety of ways, and (c) participants implemented different coping skills to attempt to manage the anxiety they were experiencing surrounding the mixed-reality simulations. A comparison of the quantitative and the qualitative findings revealed two mixed methods findings: (a) pre-service teachers can benefit from experiencing anxiety within a mixed-reality simulation setting and (b) mixed-reality simulations provide pre-service teachers with the opportunity to develop their coping skills. This study explored the potential benefits and impact of time spent within a mixed-reality simulator on pre-service teachers' anxiety and adaptiveness in coping. [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.]