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Social workers engage with and hold the emotional context of clients, while managing their own cognitive and affective reactions. As such, the importance of attending to social work students' emotional reactions in the classroom to effectively prepare them for field education and practice has been recognized. A greater understanding of cognitive and affective processes and how to teach students to be increasingly self-aware can better equip future social workers with the necessary competencies for practice. The current exploratory qualitative study examined the role of affective and cognitive processes of MSW students in simulated client interviews. Thematic analysis was used to analyze reflection questionnaires completed by MSW students (N = 57) after a simulated client interview in a voluntary educational activity (Practice Fridays). The perceptions of participants illustrated a range of emotional awareness, impact of emotions and emotion regulation which intertwined with their cognitive processes and enactment of procedural competencies. Themes identified included: awareness of emotional reactions, and client understanding; impact of emotions from enhancing to interfering; identification of coping, and connection between practice and emotion regulation. Simulation permits students to reflect on their emotional reactions and receive feedback which can heighten self-awareness, a precursor to developing effective strategies for coping with emotions. [ABSTRACT FROM AUTHOR]