Simulated learning is firmly established in health-related disciplines with a growing presence in the field of speech-language pathology. However, research on its efficacy and outcomes in this field is still emerging. A synthesis of simulated learning practices and associated student learning outcomes within the field of speech-language pathology is needed. As such, this study aims to explore perceived student learning experiences, perspectives, and the associated impact of simulated learning in speech-language pathology education. Guided by the research question of student attitudes and subjective outcomes that shape the simulated experience, the study employs criterion-based, purposeful sampling from empirical studies in peer-reviewed journals and dissertations. Using a thematic synthesis approach, the study synthesizes primary qualitative and mixed-method research findings into descriptive and analytical themes through coding and content analysis. Results revealed can help explain learning outcomes regarding simulated education within the field of speech-language pathology to increase understanding of educational methods and barriers that impact learning.