Scenario-based exercises employing figurants are frequently used in vocational education worldwide. The purpose of these exercises is to help the students develop practical knowledge and skills on their way to becoming professional practitioners. While previous research often concentrates on the exercises' design, level of realism and complexity, there is a knowledge gap regarding the use of figurants, not least when it comes to advantages and disadvantages with different figurant types. The aim of this study is to investigate how, why and in what type of exercises figurants are used in Swedish police education. The empirical material derives from interviews with teachers, students, and figurants from five Swedish police education programmes, focusing on the interviewees' experience of the use of internal, external, and semi-external figurants in distinctive exercises. The three figurant types were attributed specific effects on the implementation of exercises and were perceived as having different advantages and disadvantages depending on the purpose of each exercise, the impact being particularly noticeable in relation to levels of realism, permissive environments, the counterpart perspective, safety concerns, feedback, and simulation competence. The choice of figurant type has an equally important impact on the outcome of the scenarios as other factors, and there is a need for more research on the use of figurants in relation to student learning.