The use of simulation has become a staple in social work education in North America. Concerns have been raised, however, that this pedagogy, rooted in positivist views of professional competence, might be built on educators' monolithic and stereotypical understanding of minoritized clients. In this article, I take on a position that simulation certainly advances social work education; yet there is a vital need for a critical approach that can mitigate concerns about authenticity, representation, and harm. I propose guidelines for educators, which consist of concrete steps, tasks, and reflective questions for how to develop case scenarios from a critical perspective. Finally, I outline remaining concerns and limitations that signal a need for continued advancement of simulation-based social work education.