Scholars have advocated for practice-based experiences, including high-leverage practices and metacognition, to be incorporated within preservice teacher programs, as they have the most pervasive impact on students' learning. One way in which teacher preparation programs have incorporated practice-based experiences is through the use of simulations, including mixed reality simulations and roleplay. The purpose of this mixed methods study was to investigate the influence that mixed reality simulations and roleplay had on 14 preservice teachers' metacognitive awareness. Two groups of preservice teachers engaged in both mixed reality simulations and roleplay within the context of parent-teacher conferences. Quantitative data were obtained across three administrations of the Metacognitive Awareness Inventory for Teachers. The participants provided qualitative data by completing written reflections on four occasions. Separate analyses of quantitative and qualitative data were merged and compared. The results revealed that the mixed reality simulations and roleplay experiences significantly improved preservice teachers' metacognitive awareness. Furthermore, there were interesting differences between the perceptions of the preservice teachers regarding the difficulty and complexity of the mixed reality simulations and roleplay experiences.