Background and Significance Caring for patients with cancer is becoming more common in acute and critical-care settings. According to the American Cancer Society (2010), cancer is the second leading cause of death in the nation. In any setting, nurses can encounter patients experiencing cancer care anywhere along the cancer care continuum. This includes recent diagnosis, induction chemotherapy, maintenance therapy, recovery, remission, or relapse and hospice care. Nurses need to be ready to respond to the unique needs of the cancer patient, whether the care is focused on adult or pediatric patients. Baccalaureate or associate degree nursing education does not typically thoroughly cover the intricacies of the safe oncology nursing care required for adults or children. This means that when students graduate and begin their professional careers, their knowledge on the care of a patient with cancer may be limited, and the limited exposure and education may lead them to steer away of oncology nursing. Educational offerings and competency evaluation are needed for both student nurses and practicing nurses and must encompass at least the three phases of chemotherapy: pre, intra, and post safe and error-free chemotherapy administration, as well as introduction to symptom assessment and management, central line care, and patient education. All of these components are required to reduce the possibility of complications or errors associated with treatment. Basic principles of cancer nursing care and chemotherapy administration skills should be introduced before graduation. The purpose of this article was to share a process where practicing nurses and student nurses engaged in a learning experience concerning the safe process of chemotherapy administration and care of the cancer patient. A high-fidelity simulation was developed by oncology-experienced faculty as a means to educate student nurses and nurses on safe oncology care. The focus of the project was on a realistic pediatric oncology patient, but the scenario could be adjusted to be used in teaching many of the foundational principles of adult oncology care.