This study aimed to identify the learning aspects of team-based simulations (TBS) through the analysis of ethical incidents experienced by 50 teacher trainees. A four-dimensional model emerged: learning to make decisions in a "supportive-forgiving" environment; learning to develop standards of care; learning to reduce misconduct; and learning to develop an integrative approach. Most of the simulations differed from the original incidents. The reason for these discrepancies may be due to the fact that trainees' decision making depends greatly on the context and people involved. Findings suggest that teacher training programs should incorporate TBS as an integral part of their curriculum. (Contains 1 figure and 1 table.)