For many years, disability service, education, and rehabilitation professionals have promoted the utility of interactive role-playing experiences known as disability simulations to improve disability attitudes using activities that require people to wheel around in wheelchairs, wear blindfolds, or don earplugs to approximate paralysis, low vision, and hearing loss, respectively. Staging these activities as part of cultural competency or disability awareness trainings, practitioners assume that role-playing disability is both an effective and highly engaging pedagogical tool. Based on a limited but growing body of empirical evidence, however, disability simulations have come under increased scrutiny particularly among disability scholars and advocates. While disability simulations intend to foster empathy and increase disability awareness, they often fall short of these goals, reinforcing harmful ableist attitudes. Disability simulation exercises tend to present disability in narrow, negative terms, emphasizing impairment-related deficits and dependence rather than the social, economic, and environmental factors that contribute to the challenges disabled people face. As research on the impact of anti-ableism interventions continues, it is important to explore more effective ways to educate and promote understanding, including highlighting the role of discrimination and structural barriers, and promoting meaningful interactions with disabled people that go beyond surface-level simulations.