The teacher preparation program at the Curry School is focused on integrating simulated environments into our coursework. Simulations have the possibility of bridging the division between university coursework and field experiences and helping Curry faculty better support our students as they learn to teach. Given that the area surrounding UVA is sparsely populated and geographically diffuse, it is difficult for faculty to observe our prospective teachers in real classrooms. Moreover, we cannot always control the nature of the instruction modeled by our K-12 partner teachers. We are proposing a one semester research study pilot in the simulator that would allow us to better understand the simulator’s pedagogical benefits for our students and research benefits for Curry faculty. In particular, we focus on a salient issue for the UVA community, understanding the implicit racial biases of our prospective teachers before they enter classrooms and work with diverse student populations.