Over the past several decades, the use of simulated or standardized clients has been an important area of pedagogy for social work education in training students to work with individuals, families, and groups in practice settings, often in preparation for a practicum placement. Little in the extant literature, however, has focused on the possible utilization of this pedagogical tool in preparing students for engagement at the macro level, such as community development, organizing, policy practice, or other types of involvement with large systems. This article considers the possible strengths and benefits of simulated clients within macro-level courses--especially relative to experiential activities that don't involve simulated clients--as well as important logistical considerations related to such use.