BACKGROUND:As an established pedagogy for teaching clinical nursing skills, the use of simulation in nursing and midwifery education continues to increase globally. In Australia, government incentives for staff development, capital equipment and scenario provided initial impetus for introducing simulation into nursing programs. However, a mature simulation program requires ongoing investment in staff and resources. Without appropriate commitment from educators and organisations, a likely decline in the quality of simulation activities may have a direct impact on student learning. PURPOSE:This study sought to explore the views and experiences of nursing and midwifery academics involved in delivering a simulation-based education program in a maturation phase. METHOD:In this qualitative study, interpretative phenomenological analysis was used to inform data collection and analysis. Data were collected through semi-structured audio-recorded interviews with 10 faculty staff in a tertiary school of nursing and midwifery. RESULTS:Four main themes related to simulated learning were abstracted from the data: perceptions and reactions, inconsistent customs, pedagogy of simulation-based education, and collateral opportunities. The findings are located within the context of a maturation, rather than introductory, phase of delivering simulation-based education in a tertiary education setting. CONCLUSIONS:A mature simulation program may be undermined by ageing equipment and scenarios, and facilitators whose skills have not been maintained. Existing simulation activities require ongoing organisational support and investment. The development and introduction of minimum competency levels for facilitators and standardised measures of quality in practice are indicated, to improve simulation practice in the education setting.