Research suggests that a teacher's social and managerial acumen is highly influential over student learning outcomes. This broad collection of skills is categorized in teacher evaluation frameworks using terms like "professional behavior" or "deportment." Despite their importance, there is little evidence to suggest that teacher preparation programs provide adequate training in this area. Other professional fields commonly train for comparable skills using "simulations," but to date this technique has not been widely adopted into education. This paper presents a qualitative single-case study on an extended roleplaying simulation used by an undergraduate music methods course. Unlike "virtual world" applications, this particular simulation draws upon principles derived from modern game theory to present an immersive "alternate reality game" (ARG) in which participants engage with live actors via telephone, email, and social media to participate in a dynamic narrative drama taking place in and outside the classroom. The purpose of the study was to describe the participants' perceptions of the ARG and its potential as a teacher training tool, and to determine which attitudes or unique music teacher behaviors could be fostered through participation, if any. Participants reported that the event helped them feel more prepared to enter the teaching force by helping them shift their self-perceptions from student to professional, and expanding their worldviews to include previously unconsidered frames of reference.