Simulation has an ever-increasing role in health professions' education, however there is limited evidence on the transferability of learning to practice. In this study, a pragmatic approach using a convergent mixed methods design explored the use of a virtual high-fidelity Computed Tomography (CT) simulator in preparing students for clinical placement. Specifically, it aimed to describe radiography students' perceptions of their confidence and ability to transfer their learning from a virtual CT simulator into clinical practice. Radiography students (n = 60) were surveyed on their perceptions of how using the CT simulator (5 hours) prepared them for clinical placement. Four themes emerged from the data analysis: Simulation platform, Teaching and learning activities, Confidence and Transferability. Key findings demonstrated a significant link between the students' perceptions of their ability to transfer their learning into practice and the CT scanner platform they used on clinical placement. Students who used a CT scanner on placement that was similar to the simulator were more likely to believe their learning was transferable to practice compared with those who did not use a similar scanner on placement. However, confidence gained was not dependent on the scanner used on clinical placement. Discussion on the metacognitive processes linked to these findings are included.