In order to efficiently use simulation resources, nursing students are often assigned various simulation roles. A double-blind, randomized control trial was conducted to explore the impact of purposeful simulation role assignment, using preferred learning styles, on prelicensure nursing students' clinical reasoning. A convenience sample of pre-licensure nursing students from a mid-western college of nursing were assigned with either the experimental or control group. Participants in the experimental group were assigned simulation roles that were congruent with their preferred learning style. Participants in the control group were assigned simulation roles that were not congruent with their preferred learning styles. The participants' preferred learning styles were determined using the Index of Learning Styles. Clinical reasoning was measured before and after a simulation experience using the Nurses Clinical Reasoning Scale. Data were analyzed using t tests. When post intervention scores were compared to pre-intervention scores, both the experimental and control groups had a statistically significant increase in clinical reasoning scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]