Forty-eight (48) K-12 teachers in two US states completed five repetitions of a 15-minute simulated teaching lesson in which six of their 12 simulated students in a class were labeled as having and were embodied with special learning needs, while the other six were without special learning needs. Analysis of three measures of differential focus in instructional attention revealed that educators teaching within the simulator tended to increase attention (p < 0.05) in the areas where they perceived the greatest needs. That is, teachers tended to focus increased guidance toward the simulated students that were pointed out in their profiles as having special learning needs, and who exhibited learning behaviors indicative of students having special learning needs. Additional analysis of one of the measures across 15 teaching repetitions revealed that the individual attention skills acquired for special needs learners during the first five teaching repetitions appear to have been transferred to individual attention needs of other students without special needs, over time. Findings provide credible evidence of the authenticity of the simulated teaching environment as perceived by actual teachers, in that teachers focused actions in the simulator comparable to the manner in which teachers commonly focus guidance in real classrooms, targeting extra assistance where they perceive it is needed.