Introduction to teaching courses are often tasked with helping students make an informed career choice and building their knowledge of the field. In this mixed-methods study, we investigated 98 students' responses to a challenging, mixed-reality simulation and which factors influenced their responses. Our goal was to understand the utility of simulations for introduction to teaching courses. We found that students generally perceived the simulation as challenging and useful, with many building skills during practice and sharing new insights into teaching afterwards. Students’ prior experiences working with children were associated with their performance and perceptions. Implications for teacher education are discussed. •Mixed-reality simulations appear to be useful for introduction to teaching•Simulations supported students’ skill growth while challenging them•Students gained new insights into teaching from simulated practice•Students with more prior experience with student performed better•Students with less experience gained more insights into the profession