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In this study, we explored how the use of an online digital teaching simulation impacts preservice teacher (PST) learning. We describe the overall implementation of an online practice suite of digital teaching simulations into five teacher education courses. Specifically, we detail the avatar-based simulation activity in which PSTs facilitate a discussion focused on argumentation with five student avatars controlled by a trained actor in the Mursion simulated classroom environment. The present study examines PSTs’ self-assessment of their performance facilitating a discussion in this simulated classroom compared to rubric-level scores assigned by trained raters. We share findings from our analysis of survey data regarding 47 PSTs’ perceptions about their experience with the simulated classroom, specifically how successful they thought they were across five dimensions of facilitating argumentation-focused discussions. Findings suggest that the PSTs’ self-assessment tended to align with the scores assigned from trained raters. However, when the PSTs’ self-assessment did not align with the raters’ scoring, PSTs tended to perceive their discussion facilitation more positively than the raters’ scores indicated, which suggests the need for additional support to help PSTs identify and attend to specific areas for improvement. Findings provide support for the use of both self-assessment and scoring from trained raters to optimize PST learning with digital teaching simulations.