Simulation is one of the most powerful tools in EMS education - but only when done with intention. Too often it becomes a performance: providers run a scenario, someone says good job, and everyone moves on. Nothing changes. This workshop starts from a different premise: real learning happens in the debrief, and scenario design determines whether the debrief has anything worth talking about. The session opens with a didactic block on simulation design. Participants learn to build scenarios backward from learning objectives - starting with what providers need to be able to do, then constructing the patient presentation and decision points that surface those skills under pressure. We cover how physical, conceptual, and psychological fidelity shape the learner's experience, and how to calibrate each to your resources. From there, we focus on debriefing - specifically, the concept of the learner's frame. Drawing on Debriefing with Good Judgment, participants learn that every action a provider takes during a scenario makes sense to them in the moment, given their mental model and assumptions. The debriefer's job is not to tell learners what went wrong - it is to surface why they did what they did. Understand the frame, and you can help the learner reframe it. That is where lasting change happens. With that foundation in place, participants step into the sim room and rotate through two hands-on stations - pediatric airway and respiratory compromise, cardiac arrest, facilitated and debriefed using the techniques from the didactic block. The team will then take time to “debrief the debrief” to further discuss and gain insight into the process of providing high fidelity simulation. The experience is dual: they are working a real pediatric emergency while feeling what skilled facilitation and advocacy-inquiry debriefing look like from the learner's seat. Participants leave with sharpened pediatric clinical skills, a concrete simulation design framework, and the language to debrief in a way that actually changes practice.