Vocational education needs to keep up with the latest technology and machinery currently used within work practice in order to educate employable students. High-fidelity simulators are proposed as one solution to this problem. This paper aims to investigate how the introduction and use of high-fidelity simulators impact teaching practices in VET at upper secondary schools from a teacher perspective. This paper is based on interviews and informal conversations with ten VET teachers from two schools as well as several hours of observations of their teaching practice. Drawing upon a sociomaterial perspective on learning and practice (Schatzki, 2002), the findings show that the simulation training was very loosely connected to the teaching practice when it was introduced. However, due to the development of the simulator, as well as teachers’ increased knowledge of what can be simulated and how to enact their pedagogical intentions with simulation training, the teaching practice changed. The emerging practice required a rearrangement of teachers’ work, doings, sayings and new relatings.