While direct client experience is the optimal environment for social work students to learn interviewing skills, vicarious learning, or learning through observing peers or an instructor in a simulated client encounter, also affords students the opportunity for personal growth and reflection. To explore students' experiences of vicarious learning this study involved Year 4 BSW students who observed the course instructor conduct 10, 1-hour, live simulated client interviews over the period of a two-semester course. Data for this study included a course assignment on the simulated sessions, and written responses to reflection questions, following the last simulated session. Thematic analysis surfaced salient themes which included the following: 1) benefits of live simulation: application of theory to practice and authenticity; 2) challenges of live simulation: logistical and experiential concerns; 3) application of empathy and active listening; 4) focus of attention; 5) maintaining attention and self-awareness; 6) reactions to simulated sessions; and 7) improved theoretical understanding and application. The article offers implications for social work educators to maximize vicarious learning in the social work classroom.