This article evaluates a learning method that used theatre students as family clients in an advanced social work practice course. Data from 47 advanced graduate students showed that observing peers conduct simulated sessions can be an effective and valued learning experience. Quantitative findings indicated that simulations are perceived to be better learning experiences than peer role-plays, and that students associate observation of a peer with improvement in their own skills. Qualitative responses described useful components of the simulation method in relation to specific domains of professional learning and provided highly favorable assessments of the simulation method. (Contains 1 figure and 2 tables.)