Many educators subscribe to poverty myths that can negatively impact teaching practices. This study examined whether poverty simulation participation would lead to sustained changes in poverty attributions and whether these changes would predict subsequent behavioral differences. Participants (n = 161) were educators from three schools in the mid-Atlantic region who participated in a poverty simulation. Results indicated that attributions do significantly change in the long-term following a simulation and these modified attributions predict some intended future behaviors. The poverty simulation is an effective tool for challenging poverty myths and may provide an important opportunity for teacher and staff professional development.