The purpose of this study was to explore nurse educators' self-reflections of simulation facilitator competency. Additionally, the study explored nurse educators' self-reflections of a simulation experience using reflection on action. The study was designed using a phenomenological qualitative approach. Data were obtained by purposive sampling using guided semi-structured interviews online. Data were auto-coded using NVivo software and hand-coded using an adapted coding process. Seven nurse educators participated. All participants self-assessed personal simulation facilitator competency at a level of competent or higher. Three themes emerged: (a) simulation facilitator competency self-assessment is related to the simulation facilitator management of the student learner, (b) simulation facilitator competency is related to the management of self, and (c) simulation challenges communication. Simulation facilitators' challenges center around communication issues, specifically communication with self, student learners, and others. The study findings highlight the importance of communication, although study results did not indicate that initial or ongoing simulation facilitator training was something the participants verbally recommended. It is crucial to prioritize communication skills, as even trained and seasoned facilitators face obstacles in this area. [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.]