<p>This qualitative study assessed the impacts of the implementation of simSchool, a digital simulation platform, on pre-service teachers’ classroom communication skills in a secondary education program at a northeast public university. Participants included 194 pre-service teachers and four faculty members who completed a total of 952 modules, including a set of modules focused on ‘Teacher Talk.’ The research explored how simSchool’s digital gameplay affects pre-service teachers’ classroom communication strategies and their impact on virtual students’ academic, emotional, and behavioral outcomes, as evidenced by simulation data and self-reports from preservice students as well as teacher education faculty. Data were gathered through faculty journals, simulation trace data, student reflections, focus groups, interviews, and researcher observations. Thematic analysis revealed that the simulation heightened pre-service teachers’ awareness and intentionality in their communication patterns, particularly using nonverbal cues. The simulation also encouraged risk-taking and experimentation, allowing pre-service teachers to refine their strategies through trial and error. Despite the study’s exploratory nature and the limitations of demographic diversity and data subjectivity, this study highlights the potential of simulation-based learning to improve teachers’ classroom communication skills. Further research is recommended to address the limitations and explore the long-term effects of simulation-based learning on teacher communication practices and student outcomes.</p>