The use of virtual simulations in Legal Education as a method for learning is relatively rare despite much theoretical support that exists for the benefits in learning. There is also some apprehension on the use of technology in legal education. Both of these are likely due to the lack of solid evaluations concerning the overall impact in professional learning. The paper explores a number of possible theoretical frameworks which can be used in the design of the virtual law clinic simulation training programme and concludes that simulations can be used in professional learning through the experiential, immersive and active learning frameworks which effortlessly support Legal Education.