Simulation experiences used for learning and evaluation must consider the diversity and experiences inherent in all the participants of the experience because personal characteristics and past experiences are “brought to the table” within any learning environment. The realism created within a simulation environment or scenario can easily trigger personal reactions that are guided by the participants’ diversity and/or experiences. Dieckmann defines it as a contextual event in space and time, conducted for one or more purposes, in which people interact in a goal-oriented fashion with each other, with technical artifacts (the simulator), and with the environment. This chapter discusses the importance of recognizing diversity in learning styles, teaching styles, and generational differences. It develops simulation learning experiences for culturally diverse healthcare students. The chapter also discusses the enactment of the Americans with Disabilities Act (ADA) in the simulation laboratory and describes diversity through a case study and practice questions.