This study aimed to explore nursing students' experiences in moderate-fidelity simulation-based learning (SBL). Nurses’ proficiency in clinical skills is linked to patient outcomes. Gaining skills requires repeated practice. The opportunity to engage in real-life problem-solving is limited as critical situations appear less frequently. A phenomenological design was used. Participants were selected using a purposive sampling method, and 19 students from two nursing colleges were enrolled. All teachers in the selected colleges were given training in conducting SBL. After training, SBL was included in the curriculum for the training of all nursing programmes in the selected colleges. Data were collected by in-depth interviews. Analysis revealed 134 codes, 24 sub-themes and five themes. The themes were 1) Expectations and experiences, 2) Butterflies in the stomach, 3) Empowering expedition, 4) Challenges and roadblocks, and 5) Pedagogical feast. Exploration of students’ experiences in SBL revealed that moderate fidelity SBL improved their knowledge, procedure skills, decision-making and communication abilities. They also felt that it prepared them for managing real-life situations in the clinical area. It allowed safe, repeated practice in real-life situations without fear of committing mistakes and harming patients. SBL must be incorporated in the curricula of all nursing programmes to develop well-equipped nurses to improve patient safety and quality patient care.