This study examined concerns that teacher candidates have about communicating with families and studied the use of three simulation techniques to enhance candidates' confidence and perception of preparedness for communicating with diverse families. Twenty-five teacher candidates in a senior-level education class participated in three simulation conditions: Peer-to-Peer role playing, parent actors, and technology-based simulation using avatars in TeachLivE™. Data were collected using surveys before, during, and after the simulation sessions. A t-test revealed that candidates felt more confident in their abilities after the simulations, and inspection of means revealed that the parent actors were found to be the most preferred simulation condition. Inductive analysis was used to establish themes in the qualitative responses, showing that candidates were most concerned about appearing confident and discussing difficult topics. Based on the findings, the authors recommend the inclusion of structured simulations involving parent and teacher interactions during teacher preparation programs.