The purpose of this qualitative case study was to explore how educational leadership students journeyed through liminality within simulation experiences. The doing of the simulation, the subsequent debriefing, and the final deliberating of the experience defined the entire simulation experience within the context of this study. Data sources included simulation and debriefing observations, participant reflections, and interviews. Participants within the simulation experience experienced constructive destabilization within liminality and negotiated this disequilibrium to develop new concepts, skills, and attitudes. The mixed reality simulations provoked vulnerability, difficult emotions along with regulation, and paradoxes that participants negotiated toward an emerging leader identity. Yet, navigating this turbulence was the necessary process toward a reconstituted leader-self. The process of journeying through this liminal state of constructive destabilization was necessary to facilitate growth and leadership development.