In Sweden, there is a dearth of authentic learning spaces for pre-service teachers to experience maximized variation of disturbances, provocations, and conflicts that are a natural part of teaching. To provoke such situations for practice with real pupils would be ethically problematic, as it would compromise the integrity, mutual respect, and ethic of caring within the teacher-learner relationship. Its pedagogical scope would also be limited, as real-time classroom management do not allow for adequate reflection. Our paper will explore the use of computer simulations as a tool to use during mentorship for pre-service teachers when learning classroom management. We will therefore focus on understanding the personal leadership experiences that pre-service teachers can develop in computer simulators to become confident leaders in their classroom and how this understanding can be integrated into the design process of such simulators. Perspectives: Earlier empirical studies by (Granström & Einarsson, 1998; removed for blind review) documents problematic situations of disturbances, provocations, and conflicts that affect teachers as well as pupils in Swedish schools. Previous work by (Lewis, 2001) reveals that teachers might resort to punishment when conflicts arise, while (Woolfolk & Weinstein, 2006; Lewis, Romi, Katz & Xing, 2008) problematize the falsely perceived effectiveness of punishment. Our project therefore seeks to empower pre-service teachers by grounding their leadership in personal experiences through classroom computer simulations that allow exploration of alternative strategies for classroom management and continuous reflection on their appropriateness. Modes of Inquiry: A phenomenographical analysis, based on stimulated recall interviews, will focus on pre-service teachers’ verbalized descriptions of classroom management decisions taken within the simulator. This explorative form of reflective action-focused mentoring is contrasted with the standard formats as it seeks to understand the appropriateness of using computer simulations to teach classroom management. Data sources: Data from the project Simulerade Provokationer (eng. Simulated Provocations) generated by pre-service teachers from a Swedish university is utilized. This data includes the choices and verbalized reflections that the pre-service teachers made while exploring the simulation. Results: In the simulation the pre-service teachers are forced to take actions, reflect on choices, and change their decisions in an explorative fashion. The hypothesis being that through active participation and continuous self-reflection pre-service teachers will feel better prepared to be the classroom leaders they are expected to be and will carry out a leadership that’s consistent with their desired self-image. Scholarly significance: Numerous Swedish teachers resign in the beginning of their careers as the reality-check hits them of being unprepared for the leadership required of them (Akin-Little & Little, 2008; Colnerud, Karlsson & Szklarski, 2008). Despite the number of academically proposed approaches to classroom management all Swedish pre-service teachers do not successfully manage to apply those approaches as practical knowledge in the classroom. As academics we need to explore new ways of supporting pre-service teachers in learning how to perform classroom management as they after graduation will join a community of practice that is currently unable to support them in that growth.