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While virtual simulations are a familiar professional training tool, they have only recently been implemented in teacher education programs. These simulations are used to complement traditional student teacher placement. In this paper, the author critically examines one teacher training simulation, TeachLivE, specifically in terms of its implicit conceptions of what it means to teach and to learn. The analysis utilizes Aristotle's explanation of the Greek concepts energeia and dunamis, as well as Heidegger's interpretation of Aristotle's Metaphysics. The author argues that TeachLivE's structure implies an ontology of teaching and learning that precludes the cultivation of a teacherly disposition, and that, were this ontology to be corrected, teacher training simulations would be rendered superfluous.