This qualitative study investigated how mixed-reality simulations supported the development of justice-oriented core teaching practices within a large elementary education program. Told from the point-of-view of two methods instructors, using candidates' written and oral reflections, the authors examined the use of Mursion[R] mixed reality simulation software as a tool for rehearsing to teach content through a justice-oriented lens. Three themes emerged from the words of the teacher candidates in the focus group, as well as in their written reflections after completing each of the simulation cycles during their coursework: (a) simulations provided a safety net for students (and their teachers) in PK-12 schools; (b) simulations made the learning of these core practices focused on skill development (versus classroom management) and thus less messy; and (c) simulations provided a safe space to apply justice-oriented lenses while engaging students in content. Simulations augmented the candidates' field experience, while providing a window on their development as teachers committed to becoming change agents enacting just and equitable learning. Implications and the limitations of using simulations to support teacher candidate learning are discussed, particularly when the goal is teaching for equity.