This dissertation responds to what Sarah Kavanagh and Katie Danielson (2020) call a "raging fire of debate about the relationship between justice and practice" in the scholarship around teacher education. Expanding upon the research focusing on clinical simulations for teacher education as well as the critiques of Practice-Based Teacher Education (PBTE), and the emergence of Critical Practice Teacher Education (CPTE), the dissertation offers Critical Simulations (CritSIMs) as a tool to leverage matters of identity and experience toward antiracist goals in teacher education. To these ends, ten teacher candidates (TCs) were studied as they navigated and reflected on six simulations, four existing simulations (Dotger, 2013) adapted using the CritSIM approach and two original CritSIMs (Rabb CritSIM and Joy CritSIM). This study found that the CritSIM approach afforded TCs the opportunity to identify the critical issues and layers of complexity that frame problems of practice, illuminated the strategies the teachers used as they attended to critical issues, and showed that TCs made connections between the critical issues they identified and their own identity/ies, experiences, or positionality. Within this scope of research and practice residing at the intersection of clinical simulations and Critical Race Theory (CRT), hold implications for the justice and practice debate in teacher education. [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.]