Background: Evidence against the positive outcomes of simulation exists, but greater evidence for its effectiveness as an educational approach is recorded. Materials and Methods: A quantitative cross-sectional design was employed using a total enumeration from the 2nd year to 4th year nursing students. The respondents were the 2nd to 4th year level Bachelor of Science in Nursing students enrolled during the school year 2016–2017 in the College of Nursing at the University of Hail, Kingdom of Saudi Arabia. Descriptive statistics were used to determine the level of importance and practices of simulation. Meanwhile, the F-test (one-way ANOVA) was used to examine the differences on year level, course, and the age. Results: The level of simulation practice of the students is generally “often practice,” and the importance of simulation is considered “important.” The active learning level of practice is 3.89 while the level of importance is 4.09; collaboration is 3.75 for the level of practice and 3.93 for the level of importance; for the diverse ways of learning 4.13 and 4.14 for the level of importance. Interestingly, as to “high expectations,” the mean result is 4.42 for the level of practices and for the level of importance the mean result is 3.91. According to year level, age and courses, no significant difference in both the level of importance and in the practice of simulation were recorded, as indicated by the P values that were greater than 0.05 level of significance. Conclusion: Specific variables can greatly influence the practice and simulation technique.